Following two years of probing into reasons for local failure in teaching Latin-American students, the author began an intensive teacher-training program, with changes in teacher attitude as its first goal. The phases of language theory and methods covered in the training included developing an understanding of the intimate relationship between a culture and its language; a limited contrastive analysis of the sound, structure, and vocabulary systems of English and Spanish; oral drill techniques with practice and suggestions for classroom use; suggestions for adapting texts provided by the State, with emphasis on sound and structure drills from the text selections; and sequencing of the introduction of new structural elements. The author considers the most obvious affirmative result to be the disappearance of many of the attitudes of complacency and defeatism on the part of the teachers, and stresses the fact that second-language teaching has been carried on effectively overseas for many years. (AMM)