Recent emphasis on process over method in second language teacher training is ascribed to: (1) difficulty in establishing the superiority of any single instructional approach; (2) increased emphasis on the contribution of the learner to instructional outcomes; and (3) emergence of process-oriented syllabus design. It is proposed that the process model, which negotiates content and procedure on the basis of student needs, perceptions, and learning styles, is the most direct and effective way of teaching, but that this requires that teachers develop self-assessment skills and sensitivity to learner needs and objectives. This approach was used in the practicum portion of a graduate training program for teachers of English to Speakers of Other Languages (TESOL). First, trainees identified the areas of classroom practice with which they needed the most help. Subsequently, the five most frequently mentioned needs (giving instructions, meeting the needs of mixed-ability groups, meeting the demands of mainstream work, questioning techniques, and reinforcing and practicing new language patterns and structures) were addressed through microteaching. The third stage involved reassessment of trainees' needs and perceptions, and the fourth repeated the microteaching cycle. Preliminary observations find the process model to be effective in improving classroom teaching and increasing trainee confidence. (MSE)