Models of teacher training have tended to emphasize development of competencies in teachers that emphasize cognitive aspects of learning, and minimize affective factors. Second language teacher education has adopted this emphasis on learning as cognitive rather than as a strong interaction of cognitive and affective factors. In fact, affective factors are more important at the early stages of second language learning. Analysis of the classroom practice of a good second language teacher indicates that it is oriented toward development of the whole student and of appropriate affective states that enable students to learn more effectively. Salient features of good teacher behavior include treatment of students as persons whose needs are both intellectual and emotional. Transcripts of classroom videotape recordings illustrate the principles. Little emphasis is placed on personality factors in teacher hiring. More attention must be given to the role of attitudes in second language learning, particularly in the earlier stages. (MSE)