This chapter presents a meta-analysis of studies on ethnic minority (prospective) teachers in Germany and German-speaking countries. Starting with “pioneer studies”, current research trends and research foci from the perspective of intercultural education are elaborated: intersectional perspectives on the professional self-concepts of minority teachers, discrimination and anti-Muslim racism experienced by prospective minority teachers, language and multilingualism as a relevant social category of difference and inequality in the context of (prospective) minority teachers and comparisons between (prospective) minority and majority teachers with a focus on the effects of representation of (prospective) minority teachers. Finally, it is argued that in Germany an inclusive perspective on minority teachers, embracing recently immigrated and refugee teachers, is needed to overcome the ethnicised attributions of professional competence and to focus on the discriminatory structures of the German education system, including teacher education.