The use of microteaching in Britain to train teachers of English as a second language is described. Microteaching is defined as a teaching encounter that is scaled down in terms of class sizes, lesson length, and teaching complexity. Based on visits and observations, the organization, content, goals, and components of British microteaching programs are summarized. The content of general and language preservice microteaching programs is discussed in terms of variation, reinforcement, and questioning. Most of the programs establish a model of good teaching and aim to inform students about the procedures and techniques of the model. The microteaching program components of briefing sessions, critique sessions, reteach sessions, and transitional microteaching are examined in terms of exemplification, negative modeling, feedback, and the roles of teachers, peers, and pupils. (RW)