This study evaluates the micro-teaching program in use at Universite Bar-Ilan in Israel. Two factors influence this study: (1) the psycho-pedagogical factor, that is, a search for the best procedures for the practical formation of language teachers; and (2) the didactic factor, that is, ways to give the future teachers experience in choosing discussion topics, formulating questions, and guiding class discussions among high school foreign language students. The student teachers were divided into three groups of equal size. Groups A and B engaged in micro-teaching consisting of six lessons. Group A worked with secondary school students and Group B worked with other student teachers. Group C engaged in the traditional class observation procedure and in practice teaching under the guidance of an advisor. Each student teacher in the three groups prepared and presented class discussions in the foreign language. Four variables were evaluated at the beginning and the end of the study: (1) facility ln asking questions, (2) the number of student answers, (3) the length of student answers, and (4) the duration in minutes of the class discussion. Comparison of the results obtained by the different groups led to the conclusion that micro-teaching with a small group of students is superior to the other two methods. In addition to positive results in the four criteria listed above, it gives better results in the psycho-pedagogical domain. (AMH)