A syllabus for teacher training in FLES (foreign languages in the elementary school) methodology based on language teaching theory and research findings, current practice, and a survey of university faculty is presented and discussed. The syllabus was designed for implementation at Ohio State University. First, a literature review and an analysis of current texts used throughout the country in FLES methods courses are offered to establish what experts believe to be the primary characteristics, skills, and concepts that a FLES teacher should possess. Results of a mailing to university faculty currently teaching a FLES methods course are presented. The four responses are detailed. An informal objective needs assessment involving two FLES teachers, a curriculum coordinator, an immersion teacher, and three teacher trainees is also described. In this process, the participants reflected on topics and techniques for inclusion in a FLES methods course, based on experience and perceived areas of need in teaching children. Finally, a syllabus is proposed, consisting of a statement of goals and objectives, evaluation methods and criteria, assignments for undergraduate and graduate students, and a class meeting schedule. A brief bibliography is also appended. (MSE)