Microteaching and the technical skills approach to teacher training began at Stanford University in 1963 as part of a preservice training program. The main skills that emerged from the program and were focused on from 1963-68 were response repertoire, creating student involvement, questioning skills, increasing student participation, and presentation skills. The second phase of the development of the technical skills approach can be characterized as a reexamination of the basic approach to the technical skills, along with the development of several new skills closely related to the examination idea. In the future, work must continue on development of an appropriate research paradigm. (DS)