Teacher training for work in Individually Prescribed Instruction (IPI) depends heavily upon an intensive orientation to this specific system and to the theory and rationale underlying it. It can be fully successful only if it involves very extensive experience in actually working under this system in the classroom. Also, effective operation of an IPI school seems to demand weekly or bi-weekly teacher planning sessions that have as their major functions the further training of teachers and the planning of necessary adaptations in materials, plans, and procedures. It is assumed that just as the IPI program is subject to continuing study and improvement, so will the procedures for teacher preparation be the target of continuous upgrading. (Author)