Practically every teacher preparation institution offers a course in educational psychology, and it is often the initial education course taken by preservice teachers. Problems with such courses are that they are usually taught by several instructors with no standardization of course content, and the strategies used to teach these courses often do not model the theories covered. This paper describes an attempt at Montana State University to resolve and respond to these problems. A search for a solution led to a five-step training process described by Joyce and Showers (1980). In addition, education faculty involved in teacher education and students who had taken the course were surveyed to determine what they considered to be important. As a result of this survey, eight important components were identified: behavioral, cognitive, developmental, and humanistic psychology; learning styles; brain research; exceptional children; and multicultural education. In order to standardize this material, an instructional analysis, based on instructional design theory, was developed for each component. This process can be applied to other courses in the teacher education program. (Author)