This paper focuses on how to incorporate learner strategy instruction as part of regular teacher training courses, both preservice and inservice. Panelists Andrew Cohen, Carol Hosenfeld, Anna Chamot, Rebecca Oxford, Joan Rubin, Rhoda Curtis, and Anita Wenden addresses questions from the audience on a variety of topics related to teacher education and learner strategies. The questions include: (1) how do you educate teacher trainers to perceive their needs to include teaching strategies; (2) what teaching philosophy best fits learning strategy instruction; (3) how do you decide what it is that teachers need to know about learner strategies; (4) how do we assess or evaluate whether teachers are effectively teaching learner strategies; (5) what are the characteristics of good strategy instruction; (6) how do you get secondary content-area teachers to take the time to teach learning strategies; (7) what obstacles do teachers face in incorporating learner strategies into their language curricula; (8) what would be the best way to introduce the concept of learner strategies; (9) what teaching strategies are appropriate for learner strategy instruction; and (10) how much time should teacher training take. (Contains 26 references.) (MDM)