The purpose of this symposium was to enable the participants to evaluate the strengths and weaknesses of their teacher training after 3 to 5 years of classroom experience. They had had practically no preservice experience in being able to relate to the special problems of teenagers, employ worthwhile teaching innovations, or cope with typical daily classroom situations. The following ten recommendations for change emerged: 1) teaching opportunities to be provided in the freshman year; 2) practice teachers to work in a variety of settings; 3) methods courses to be reevaluated; 4) all education professors to spend some time teaching in secondary schools to keep in touch with the realities of the situation; 5) high school principals and supervisors to assume a more active role in helping beginning teachers; 6) closer cooperation between teacher training institutions and secondary schools to expose students to innovations; 7) special instruction in particular subject fields, including recent developments; 8) practice teachers to have "wandering time" to familiarize them with all aspects of the school's activities; 9) continuous contact of teacher trainees with high school students, in teaching and non-teaching situations; 10) colleges of education to follow up training with questionnaires and interviews to obtain feedback from recent graduates. (MBM)