A policy decision taken at Michigan State's College of Education profoundly changed the nature and orientation of the elementary social studies methods courses taught. It was decided that the college would move from a relatively monolithic program to offering incoming students a choice of alternate programmatic routes to certification. Specifically, within a two-year span of time four different programs were offered as alternatives to the traditional program. The thematic alternative programs were entitled: (1) "Learning Community"; (2) "Academic Learning"; (3) "Multiple Perspectives"; and (4) "Teaching in Heterogeneous Classrooms." All of the new programs retained an elementary social studies methods course within their curricular design. This paper examines the issues raised when a social studies methods course must be reconciled in premise and practice with a thematic teacher training program which is designed to be longitudinally consistent. Under special consideration are the unique premise, content, and organizational dimensions of the "Learning Community" and "Multiple Perspectives" teacher training programs. Descriptions are presented of the content and design of these two programs, the course of which key questions about these teacher training alternatives are discussed. (JD)