A need exists for consideration of the variety of regional problems and characteristics in training junior college English teachers. A region's needs can be surveyed and met best by junior and four-year schools that are close enough together so that the two-year colleges can specify their needs and the four-year colleges can meet them. Before the start of Western Washington State College's M.A. program for junior college English teachers, 25 junior college English teachers from the area were invited to comment on the program. They recommended two internships--one early in the program and one at the end--to center on composition, one on transfer writing and one on developmental writing. On these teachers' recommendation that a junior college English teacher needed to learn student-centered techniques for teaching writing, the Macrorie approach to composition, "Telling Writing," was taught to the interns. The premises of this approach are that students are the best commentators on their peers' writing and that they can best learn to write if they write first about their own experience. Students worked as aides at Western before their internship. The program and the Macrorie approach were considered quite successful, especially in building self-confidence about writing. (KM)