Evaluations of three English methodology courses at Bradley University, Illinois, were made to determine which course or combination of courses was most effective in preparing the student to teach English in the secondary school. Questionnaires completed by Bradley graduates teaching English in secondary schools indicated that none of the three courses, individually, met the methodology needs in all areas of English. One course, "Methods of Teaching English" was found to be inadequate primarily because of its time limitations as a 1-hour course. "Senior Internship" was rated of definite value for teacher preparation but was limited in enrollment and to experience in college Freshman composition classes. "Advanced Composition" was rated high in value in methods of teaching composition and in strengthening the student's writing knowledge and skills. The weakest areas in the English methodology curriculum were presenting grammar and linguistics and teaching culturally disadvantaged and slow students. The evidence indicated the need for expanding the 1-hour English methods course and establishing it as a required course, possibly merging it with the education methods course. "Advanced Composition" should be recommended, if not required, for all English education majors. "Senior Internship" should be studied further as an elective. (Author/LH)