The Michigan State University (MSU) English Education in London program gave a group of American teachers direct contact with the developers of British educational theory, provided an opportunity for them to observe practice in actual classroom settings, and helped them reexamine their own attitudes and teaching. The program's consultant sessions encouraged teachers to make their theory and practice coherent, and to recognize the importance of enabling students to understand their own experiences through talking and writing. English teaching theory was examined critically, particularly the opposing poles of the literary critical frame of reference and the language in use frame. Visits to a variety of London schools and community education centers confirmed the need for concern about the gap between theory and practice and between financial needs and resources. The most important conclusion drawn from the experience of the program was the necessity of meshing sound theory with practical classroom application. Theory seems ahead of the practice of most teachers. Teachers must also understand the implications of their theories. Given the current financial and institutional climate, educators themselves must do everything they can to support the development and implementation of educational theory. (A bibliography and the program's syllabus are included.) (JL)