A study evaluated the relative pedagogical and cost effectiveness of training programs for international teaching assistants (ITAs) that are conducted before and within the academic year. Both program types were established at the University of Illinois during the academic year 1989-90, with similar content, the same number of contact hours, the same instructor, and similar students in terms of first language background (Chinese) and range of English language proficiency. Twelve students participated in the 2-week summer course, and 10 in the 10-week concurrent course. Data were gathered on students' pre- and post-test scores on a language test and on an instrument designed specifically to evaluate the teaching and language skills of ITAs, and departmental evaluations were obtained. Follow-up observations of course participants were also made. Based on these results and on impressionistic information, it was concluded that given limited resources, the best solution is to provide a concurrent course focusing on pedagogical effectiveness, including language and interaction skills and classroom culture and management. A less intensive summer course might be added, more geared toward social and cultural orientation, to feed into the concurrent course, which could concentrate on classroom communication. (MSE)