This chapter examines the role that programmes play in the success of students from ethnic minorities by comparing the learning environments of three urban teacher training programmes. Although ethnic diversity of children in the Netherlands has dramatically increased as a result of several post.war waves of migration, this is not reflected in the composition of the teaching staff. In addition, the policy aim to train more students from ethnic minorities as teachers has proven far from simple. Students from minority backgrounds who attend teacher training programmes for primary education are far more likely than native Dutch students to leave before graduation. The research presented here suggests that an open atmosphere in a programme, the presence of career counsellors and internship co.ordinators specifically attuned to diversity issues, and the relative ease of finding internships all serve to increase the educational success of these students. The chapter concludes with recommendations for programme climate, guidance and internships.