An outline and discussion of a 2-week microteaching program is presented. First, background information is given on the type of students in the program at the Institute of Education in London. These students are presumed to know and to have used foreign language teaching skills. Secondly, the eight sessions are discussed. These sessions include the presentation of 10 lexical items, a structure, and drilling of the structure, each in filmed segments of from 5 to 10 minutes. In order to overcome problems associated with peer-teaching, the student-teacher is required to teach vocabulary of an exotic language. Third, the problem of nervousness at being filmed and observed is dealt with. In this situation, a number of initial trust-building exercises has been found effective. Fourth, some of the problems connected with microteaching and modelling are mentioned. These deal with use of previous microteaching recordings, the teacher's role, and possibilities of further microteaching sessions. Appended to this article is a program of a workshop on microteaching that was held in London and two sample exercises. (AMH)