The survey, conducted during 1979-80, focused on practices in the professional component of preservice teacher education in West Germany and the Netherlands. The report is divided into four major sections: (1) the structure of the questionnaire (included in the appendix), (2) the West Germany results, (3) the Dutch results, and (4) concluding remarks. A brief description is given of the educational system in each country. Data are then presented and discussed on such factors as number and type of mathematics courses, student teaching practice, activities in mathematics education courses, topics dealt with in the school classroom, topics and activities used in methods classes to help teachers think about classroom instruction, and theoretical bases. In the brief concluding section, several similarities and differences occurring between programs are noted. For instance, analysis/calculus, linear algebra, and geometry receive considerable attention in both countries, while the stress on computer science varies. Concern was expressed by respondents from both countries about the role and nature of the school practicum. (MNS)