This study examines potentially significant factors in the training of foreign language teachers. Remarks on microteaching and interaction analysis precede a review and analysis of related literature. Included in this section are the Stanford University Summer Intern Program, Amidon's model of microteaching and interaction analysis, and microteaching in foreign languages at Birgham Young University. A section on research design and experimental procedures used in this study leads to a review of data derived from a methods and a student-teaching course. Results are summarized in terms of implications for teacher training institutions, schools, and further research. Appendixes contain: (1) a teacher attitude survey form, (2) an anxiety and ability scale, (3) a student rating scale, (4) a teacher-performance-centered criteria evaluation form, (5) a classroom observation sheet, and (6) a sample microteaching unit for a first-year Spanish class. An extensive bibliography concludes the report. (RL)