Principles for the design and implementation of practical training experiences for foreign students from developing countries enrolled in formal degree programs at U.S. colleges and universities are outlined. Practical training allows student-trainees to experience the application of classroom knowledge in order to strengthen their contribution to development in their home countries. Three modes of practical training were identified: supervised observation, internship, and salaried employment. In addition, several sectors of the educational community with special interest in foreign students from developing countries and key development fields were surveyed to determine their perspectives of the optimal characteristics of practical training. Their responses were presented to representatives of both the private and public sectors in the United States and in developing countries for comment and reaction. Consultants from the field of experiential education drafted preliminary principles for practical training, and these were reviewed by professionals in business, government, home country development, and education. The principles were revised on the basis of this review and are presented in their final form. In addition to stating objectives of practical training, principles for structuring practical training experiences are presented in regard to: commitment, planning, funding, locus of responsibility, training agreement, scheduling, length and duration, academic considerations, and evaluation. Operational guidelines are presented concerning: placement, supervision, relevance, communication, orientation, and compensation. Responsibilities of the following persons are also outlined: trainee, trainer, institutional coordinator, faculty monitor, sponsor, foreign student adviser, academic dean, and international program administrator. (SW)