A description is presented of the teacher training component of the Assessment of Language Proficiency of Bilingual Persons (ALPBP) project that was implemented over a period of 2 years in Tucson (Arizona) and Berkeley (California). The goal of the Tucson section was to provide a forum wherein teachers and administrators could explore the application of ethnographic/sociolinguistic theories and methodologies to language proficiency assessment practices. The Berkeley program consisted of a summer course whose goals were to introduce teachers to theoretical issues involved in educating language minority students. This report is presented in three parts as follows: (1) "A Course on Bilingual Language Proficiency Assessment," by S. Philips; (2) "Ethnographic/Sociolinguistic Issues and the Assessment of Bilingual Students' Language Proficiency," by C. Rivera and C. Simich; and (3) "Berkeley Summer Program for Teachers. A Course on Language Proficiency and Minority Students," by J. Cummins and L. W. Fillmore. (AMH)