The concentration of learner needs in programs of English for special purposes (ESP) has led to the neglect of teacher needs, particularly in the case of teacher training courses. A solution to the problem is to apply ESP principles to the design of teacher training courses for general English teachers. The language needs of teachers of English as a second language (ESL), both those required to complete the course successfully (course needs and study skills) and to operate in a full professional role (teaching needs and activities) must be considered. A multilevel model of course design is presented, each level moving from content through format and methodology to the language required to understand content. The syllabus can be adjusted to suit the conceptual and linguistic requirements of teachers in particular courses, while maintaining the subject-language link. The concept of ESP for teachers reveals the need for research into (1) the language difficulties experienced by teachers in English language teacher training courses, (2) the language of ESL teaching, and (3) the structure of both spoken and written academic English language teaching and applied linguistics texts. (MSE)