A 2-year national study of the preparation of prospective English and linguistics secondary school teachers was conducted to determine current opinions on the present preparation of English teachers, ways of improving this preparation, and methods to pedagogically order and present linguistic material. Data were gathered and tabulated from (1) a questionnaire survey sent to professors and department heads in existing English education programs in colleges and universities whose student enrollment exceeded 300, and (2) personal interviews with linguists and directors of English curriculum study centers. Results revealed that (1) existing programs in teacher education are considered to be inadequate for classroom practice, (2) department chairmen, professors, and linguists disagree as to the number and content of required courses but agree that students interested in teaching English should take at least one three-semester sequential language course specifically designed for prospective English teachers, and (3) educators feel that college courses should make students aware of methods of linguistic analyis and offer practical application of linguistics principles to emphasize the breadth of language study. (Author/MP)