The purpose of this study was to gauge the need for teaching preservice teachers about sex stereotyping and to determine whether a general or specific teaching approach would be more effective. The sample consisted of 50 students from two sections of a core teacher-training course at the University of Utah. Information about stereotyping was presented to one class, using very general information. The second class was taught about one form of stereotyping, sexism; the lesson content was presented, using very specific materials. The data showed a need for teaching preservice teachers about stereotypes. Eighty percent of the students indicated that the classes did add to their knowledge and understanding of stereotyping. Of the two approaches used, the specific approach seemed most useful. Since students start on a higher level of awareness, it is more beneficial to take issues that have already been identified, and probe deeper into their causes. The study concludes with a description of a three-part approach to a reorganization of methodology to insure preservice teachers are receiving the optimal level of benefit in sex-role stereotyping education. (RM)