This book is intended as the primary text for methods courses offered in the undergraduate preparation of speech-communication education majors and minors. The fourteen chapters contained in the book are grouped into four sections. Section one directs the reader's attention to a consideration of the field of speech communication. Chapter one reviews the discipline's developmental history, and chapters two, three, and four discuss the three areas traditionally taught in the speech curriculum: interpersonal and public communication; theatre; and radio, television, and film. The second section considers the role of the teacher and explains the importance of carefully defined instructional objectives, examines the major instructional strategies involved in teaching speech communication, discusses the problems of instructional assessment, and explores the structure of unit and lesson plans. The co-curricular responsibilities of the speech-communication teacher--forensics, debate, and theatre--are examined in the three chapters of the third section. The final section consists of one chapter which concentrates on the personalization of teaching style. (LG)