The purpose of this paper is to select from among the bodies of research on complex skill learning those generalizations that seem to have some applicability to issues in designing training materials for teacher education. That selection entails a review of the principal points and findings within the domain and of the implications of the findings for the development of training materials for teacher education. The first section of the paper delineates the characteristics of skilled performance and briefly examines the stages that the learners pass through as they acquire such skills. Three variables are identified--instructions, practice, and knowledge of results--that have been widely investigated and that are applicable to training materials. Summarized are some of the principal generalizations about these variables, especially as they seem to pertain to the ultimate objective of designing training materials. The second section of the paper deals with an analysis of skilled performance in teaching and extrapolates from the research on complex skills learning how one might design training materials in the area of the teaching of concepts. (Author/DDO)