A basic introduction to the planning techniques required in the development of elementary teacher education models in presented. Educational models, systems analysis, and learning systems are explained in some detail, with emphasis on the development from symbolic analogy through mechanical, biological, cybernetic, and economic models. A good model is defined as complete, reflecting the real situation under review, understandable, and encouraging feedback which will influence and improve the system. Attention is drawn to some of the constraints on systems planning, including time limitations, lack of adequate data, too narrow a concept of the subject matter, failure in communication with universities, education industry, and organizations, and lack of understanding of related systems. Additional constraints which apply particularly to teacher education are certification requirements, personnel policies, the personality of the school administrator, parental attitudes, and the innate conservatism of the teaching profession. Six steps are listed describing the development of the model--conceptualizing the system, defining subsystems, stating objectives, developing alternative procedures, selecting the best alternatives, and implementing the system. A final warning is given that, while models should not be regarded as prescriptions to be automatically adopted, they provide a challenge and a tool for a necessary understanding of the whole system of teacher education. (MBM)