An intensive summer training course in Mandarin Chinese designed to help currently employed language teachers introduce exploratory Mandarin Chinese courses to their schools is described. Training current staff eliminated three common barriers to exploratory program introduction: needs for (1) additional teaching staff; (2) additional funds; and (3) extensive qualifying programs. Letters were mailed to 1,000 foreign language teachers in Indiana inviting them to apply for the expense-paid workshop. Of 22 teacher respondents, 15 were selected for participation. The major program goals were: (1) to prepare participants to introduce a course; (2) to develop a model for introduction of such courses in critical languages; (3) to provide, review, or develop appropriate teaching materials; (4) to sensitize participants to Chinese history, culture, economics, politics, plastic arts, literature, values, and lifestyles and (5) to prevent or correct cultural stereotypes and misconceptions. Another goal was to establish both a cooperative network among the Indiana middle and high school teachers who would be introducing Chinese studies, and an ongoing liaison between these teachers and the Ball State University foreign language faculty. The program resulted in ingenious approaches to course implementation and increased interest. (MSE)