This paper describes and compares three teacher-training models for population education. The analysis emphasizes the use of the models for the Filipino Population Education Program (PEP), but also discusses their applicability to other programs in the Philippines and elsewhere. The three models are 1) superordinate training, which constitutes a superior-subordinate relationship between trainer and trainee; 2) peer training, using a teacher-to-teacher structure; and 3) a modular approach, characterized by the use of self-instructional materials. Currently, PEP emphasizes superordinate training to provide inservice lectures and workshops to large numbers of population education teachers. All three models are effective in positively changing trainees' knowledge and behavior, but they differ in levels of developing favorable attitudes and improving skills. The modular approach is more beneficial than the others in terms of smoother and easier management. In terms of training staff, superordinate and peer-teaching models require larger numbers of qualified trainers than does the modular approach. The modular approach requires the shortest period of time for training and is the least expensive to implement. The report concludes with outlines of seven workshop models for training teachers and administrators using a combination of the three approaches described above. (AV)