A systems approach is used to show how changes in the design of English training programs for training international teaching assistants (ITA) have affected curriculum design. The approach is described, and three phases of curriculum development are outlined: initial design, ongoing reform, and radical renewal. The history of ITA program design since the 1970s is briefly reviewed for changes in the system as a whole, in program purpose and mission, in measures of the system's performance, in resource allocation, and in system boundaries. It is concluded that much progress has been made in a short period, including a more proactive approach, more specific aims, improved quality and quantity of offerings to ITAs, and expansion of the boundaries of ITA training activities. A need for additional work in this area is seen, based on five persistent problem areas: lack of a model for effective ITA training, inadequate program evaluation, doubts about the validity of a commonly-used language proficiency test, neglect of the ITA's roles other than as lecturer, and whether American undergraduates' attitudes toward racial stereotypes affect their comprehension of ITAs. A 45-item bibliography is appended. (MSE)