This paper first presents the rationale for an eclectic approach to remedial teaching and then considers a teacher training program designed to encourage eclecticism. The wide range of pupil characteristics, teacher attributes, and instructional approaches and the lack of any universal cure for reading problems necessitates an eclectic approach in order to establish the flexibility required for effective remediation. The training program suggested by the author is based on a broad background of knowledge and includes a variety of field work experiences. He also briefly describes a similar program in operation at the University of Wisconsin. (TO)