Problems involved in evaluating preservice methods courses, such as the difficulty of isolating the specific contribution of a single course, are discussed. The training factor of a methods course must be distinguished from the selection factor influencing the capabilities of a student population. Methods courses should be evaluated if they are to be effectively improved. Several ways of evaluating courses are described and evaluated. An approach to evaluating the course through classroom performance and two suggestions for research studies are presented. Seven references are included. (KJ)