The results of two studies of methods courses for prospective secondary-school teachers of English are presented in this publication. On the basis of 196 responses to questionnaires (an approximate 33% return), the first study provides information on the academic backgrounds and professional activities of methods teachers, and on the methods courses themselves (including content, instructional materials used, and class size). The second study (based on the responses of 246 instructors, approximately 65% of the total population surveyed) reports information that corroborates and supplements that of the first study. Specific findings discussed include the professional background and teaching assignments of methods instructors; their participation in the National Council of Teachers of English; the relationship of the methods course to student teaching; and the characteristics of methods courses. On the basis of these studies, five recommendations for improving methods courses are presented. (LH)