BY MEANS OF MAIL QUESTIONNAIRES AND CAMPUS VISITS, DATA WERE OBTAINED FROM 42 COLLEGES AND UNIVERSITIES ON RECRUITMENT PROGRAMS FOR POTENTIAL TEACHERS AND TRAINING PROGRAMS FOR TEACHING ASSISTANTS. ONLY FOUR OF THE INSTITUTIONS SURVEYED REPORTED CONTINUING, SYSTEMATIC RECRUITMENT EFFORTS, THE OTHERS DEPENDING ON INFORMAL TEACHER-STUDENT CONTACTS. DATA ON TRAINING PROGRAMS FOR TEACHING ASSISTANTS SHOWED THAT MOST PROGRAMS WERE DEPARTMENT-BASED AND CONTROLLED BY DEPARTMENT PERSONNEL. THE FOCUS OF THIS TRAINING TENDED TO BE ON PRAGMATIC, IMMEDIATELY RELEVANT CONCERNS WITH LITTLE EMPHASIS ON CONSIDERATIONS ASSOCIATED WITH EDUCATIONAL PHILOSOPHY OR CAREER COMPETENCE IN TEACHING. IN MOST DEPARTMENTS, TEACHING ASSISTANTSHIPS WERE VIEWED PRIMARILY AS A MEANS OF PROVIDING UNDERGRADUATE INSTRUCTION AND FINANCIAL SUPPORT FOR GRADUATE STUDENTS, RATHER THAN A MEANS FOR TRAINING PPROSPECTIVE COLLEGE TEACHERS. A MODEL TRAINING PROGRAM WAS SUGGESTED, CONSISTING OF FUNCTIONALLY DEFINED STAGES WHICH VARIED IN AMOUNTS OF STRUCTURE, ACTIVE SUPERVISION, AND TEACHING ASSISTANT RESPONSIBILITY. OBJECTIVE PROCEDURES FOR EVALUATING TEACHING ASSISTANT PERFORMANCE AND TRAINING PROGRAM EFFECTIVENESS WERE ALSO SUGGESTED. (JH)