Four dimensions of training for preschool teaching are suggested in this paper: (1) developmental stages of the teacher; (2) training needs of each stage; (3) location of the training; and (4) timing of training. The growth of preschool teachers generally occurs in stages associated with survival, consolidation, renewal, and maturity. Training needs of teachers change as they gain experience over time and move through the stages. The location and timing of training appropriate for the teacher in a given situation must be flexible. The location of training should be moved as the teacher develops. At the beginning of the new teacher's career, training resources must be taken to her. Later on, as the teacher moves past the survival stage, training can move toward the college campus. The timing of training should be shifted so that more training is available to the teacher on the job instead of before it. Experience alone seems insufficient to direct a teacher's growth and learning. As part of her role a teacher trainer should try to make sure that teachers, especially beginning teachers, have informed and interpreted experiences. (Author/WY)