In this literature review, the research on training methods in teacher education is examined and the major variables that have been shown to influence the development of teaching skills are identified. The position is taken that, of these variables, those that address conceptual outcomes are most important. The implications of these variables for training are developed under the concept of laboratory methods; examples of laboratory methods in training are provided. Evidence of the effects of laboratory methods on skill acquisition is summarized and the place of laboratory based training in the teacher education program is suggested. (Author/CB)