This paper reviews the history and current state of research and development on microteaching and technical skills training, particularly as these are related to the Stanford University program. Background sections describe the historical development of the technical skills approach as a preservice teacher training program and its interrelationship with microteaching and videotape technology. Techniques of modeling (e.g., use of short videotape recordings of a master teacher performing a lesson to illustrate uses of a specific skill) are discussed. A previously unpublished study by the author, in which methods for acquiring the skill of higher order questioning were investigated, is described in detail. Several other studies illustrating the definition of skills in behavioral terms are reviewed, and the methodology used in the investigation of skill acquisition is described; specifically discussed are the skills of higher-order questioning, reinforcement, probing, stimulus variation, silence and nonverbal communication, and control of small groups. Related research in technical skill development is presented including discussions of inservice adaptations of the approach (e.g., minicourses) and extension to other areas (e.g., microcounseling). The final section on research needs contains some critical analysis of current research and summary of important questions requiring investigation in subsequent studies. (Author/JS)