This paper reports on the author's 4-week consultation with faculty of the Lesotho National Teachers College as part of the Primary Education Project which provided technical assistance with issues of primary age schooling in the Kingdom of Lesotho. The consultant worked with 12 faculty members of the National Teachers College in a process that evolved from a standard consultation to a rewarding collaboration. Emphasis was on developing participants own latent knowledge of teaching primary school-age children and to introduce newer principles about teaching literary and numeracy. Lesotho's previous pattern of primary education and the training of primary teachers was based on neo-colonial ideas of European educational structures. Teacher preparation had focused on knowledge of subject matter rather than on pedagogy. Language and cultural differences initially caused difficulties for participants but the value of an active learning approach became apparent as the faculty began to integrate traditional rhyming songs, storytelling, and epic/historical poetry into teacher preparation curriculum development. Other issues covered during the project were multilevel planning using the environment in teaching, coping with extremely large classes, and the impact of historical customs. Appendices include lesson plans for storytelling and teaching numerical concepts through making traditional foods; and guidelines for conducting case studies on multi-structural teaching, mixed age group teaching, and the classroom without desks or benches. (Contains 10 references.) (ND)