This document proposes that preservice teachers assess various learning philosophies to find methods that may be useful in teaching at the higher education level. In the first section of the paper ten broad principles of teaching are cited: developing and maintaining student interest; motivating learners; providing useful learning opportunities; making learning meaningful; making learning purposeful; attending to individual needs and differences; logical sequencing; instructor enthusiasm for learning; making learning enjoyable; and using appropriate assessment techniques that reveal how well the instructor is using these principles. The next sections of the paper discuss assessment of instructional objectives, and using learning activities to achieve objectives, noting that learning activities should be varied, inclusive, and based on student learning styles. Learning activities should also meet a hierarchy of student needs, be technologically up to date, emphasize experiential activities, and be governed by the philosophy of education. A final section of the paper discusses various philosophies of instruction, including experimentalism, idealism, existentialism, and behaviorism. (Contains 13 references.) (SM)