A wide variety of kindergarten teacher training programs existed in America during the 50-year period between 1920 and 1970 after Froebel's system was introduced. The most significant reasons for this variety were the sources of knowledge about the system, the ability of its advocates to read idiomatic German, and the basic personality characteristics of persons who gained leadership. The development from an apprenticeship method to kindergarten training schools and then to incorporation of kindergarten into normal schools designed for the preparation of teachers for all grade levels had its parallel in the rise of compulsory public education. Socioeconomic conditions and changed attitudes toward women were also reflected in the training of kindergarten teachers. Carrying the momentum forward was the exponential increase in the numbers of kindergarten classes and in the popularity that they attained during the half century. Discussion provides a broad overview of American teacher training during the period and descriptions of kindergarten apprenticeship training, kindergarten training schools, and kindergarten in normal schools. (RH)