This paper envisions what a standards-based second language methods course might look like. In exploring the possibilities, the paper describes a current model for preservice training, generalizations gleaned from a study of a second language methods syllabi archive, and an analysis of and reflection upon a particular second language methods course. In examining the syllabus, the paper uses three types of instruments (a reflective self-evaluation of the course, a course alignment grid, and comments from student evaluations of the course over 5 years). Examination of the syllabus provides insights into the ways methods classes must adapt to provide preservice experiences that promote the required knowledge base, skills, and characteristics of second language teachers. The paper concludes with suggestions for preservice training for second language educators. Charts of standards assessed by the various class sessions are included. An appendix presents a list of 10 standards for competent foreign language teachers. (Contains 23 references.) (SM)