A social studies elementary teacher education program at Phillips Institute of Technology in Australia is described. The program, which places students in charge of teaching a 9-week social studies unit, is recommended as an alternative to the conventional lecture method. The paper is divided into discussion of five aspects of the course: objectives, implementation, student requirements, problems, and evaluation. The course's primary objectives are to create a supportive learning experience and to help students learn by doing, develop discussion skills, and analyze personal performance. Prerequisites for program implementation are outlined, including selecting a suitable curriculum unit and finding an agreeable elementary school placement. The major components of the student assignment are to plan and teach a 1-hour lesson per week, to participate in weekly discussion groups, and to keep a journal. Rationale underlying each of these requirements is explained. Major pitfalls, centering around student inexperience, include inadequate basic skills, tension, and lack of a model. The overall success of the program is assessed on the basis of student and faculty feedback. A 14-item bibliography is included. (LP)