This study examines the amount and level of general linguistics and grammar that are required of secondary English teacher candidates; investigates the opinions of secondary English teacher candidates regarding the value of formal grammar instruction; explores the level of pre-existing knowledge among college English majors, junior-level, regarding general principles of language, and investigates the learning of general language theory that can occur with college English majors by exposing them to one of three grammar-model instructional units. College English majors in their junior year at California State Polytechnic University--Pomona were randomly assigned to one of the three instructional units. Findings indicated that no one grammar teaching model proved to be statistically superior to any other, but all three groups of students scored significantly better than did the uninstructed group. It was concluded that the curriculum for the English major should place a much heavier emphasis on general principles of language and grammars of English. (Author/RB)