The last several years have seen a dramatic increase in the popularity of two-way immersion (TWI) programs around the country. These programs integrate native English speakers and language-minority students for academic instruction and aim to promote bilingual proficiency, high academic achievement, and cross-cultural awareness. The expanded popularity of these programs has meant a surge in the demand for and recruitment of TWI teachers. Thus far, there is little research documenting the teaching experiences or professional development needs of current teachers in this unique teaching environment. Research on TWI being conducted at the Center for Applied Linguistics (CAL) under the auspices of the Center for Research on Education, Diversity, & Excellence (CREDE) is investigating the professional development of TWI teachers. An important premise of the investigation is the belief that questions about how to prepare teachers to work in TWI settings are best answered by teachers themselves. For this reason interviews and questionnaires were used to elicit teachers' perspectives and to gain demographic information about this understudied population. The interviews and questionnaires elicited information on who the teachers are (e.g., native language, highest level of education), on their professional experiences, and on what they thought new TWI teachers should know. (Author/VWL)