A review of the journal literature on three instructional strategies (lecture, the small group, and the discussion method) reveals that research concerning teacher training in these strategies is extremely limited. (Journals were chosen as offering the most accessible research in this area). Although there is much anecdotal information on how to lecture, how to utilize small groups, and how to lead class discussions, there is very little information on what kinds of training teacher educators need to give teachers in these instructional strategies or what kind of training in these strategies is most effective. Researchers in the future, therefore, should give greater attention to individual difference variables to determine what students learn most effectively via each instructional method. In addition, dependent variables will require comparable definitions and operationalization across studies. Researchers will also need to develop more sophisticated experimental designs and statistical techniques and recognize the need for situation specificity. Finally, several more variables should be examined, including teacher and student variables, teaching/learning process variables, and product variables. By following these suggestions, researchers will gain a better understanding of which teaching methods are most useful with various students under varying conditions. (A reference list and a list of journals reviewed are appended). (HOD)