A general introduction to the concept of microteaching and its development is presented, and the generally accepted format and the skills practiced for microteaching are described. Aspects of microteaching commonly perceived as favorable and unfavorable are addressed, and a review of current research is provided and followed by a discussion of the directions that microteaching has taken and may yet take. Evidence is presented to support the contention that microteaching, in its pure form, suffered infant mortality and that a great deal of subsequent work in the area resulted from a premature locking-in on an undeveloped process. The degree of flexibility permissible for microteaching is explored, and the importance of pre- and post-microteaching activities is emphasized. Alternative ways of using microteaching to enhance the preparation of teachers are considered with a focus on a return to the original intent of the process. The task ahead for microteaching and its place in the education program are considered. (Author/JD)