This article examines the changing nature of the 2-year Diploma in Education program for English-as-a-Second-Language (ESL) teachers at Nanyang Technological University in Singapore. It describes the evolution of language teacher training from the 1970s through the 1990s and the factors influencing the changing nature of the teacher education curriculum. It focuses on the new, communicative-orientated syllabus and textbooks adopted in 1990 for use in primary school English instruction, and the effect of this new curriculum on the Diploma of Education program. Over the last several years teacher educators have had the difficult task of preparing English teachers for teaching with structural materials during their student teaching while preparing them to teach with new yet unseen communicative materials when they graduated. (MDM)