This report evaluates a 6-week intensive summer program for language teachers at the University of Hawaii. Thirty-two high school or college teachers and teacher trainees of Chinese, Indonesian, Japanese, and Spanish participated. Participants were led by master teachers who provided exemplary teaching, organized language-specific activities, scheduled teaching practice sessions, directed materials preparation, and led group critique sessions. Independent trained classroom observers provided objective information on program implementation. Each participant was required to maintain a journal on perceptions of the classroom process. The report includes an overview of the program and evaluation process; separate sections describing focused events and student responses to them; conclusions; and a brief list of references. Appended materials include transcripts of classroom observations for each language. Concluding remarks note the strengths of the program and areas for improvement. Strengths include the week devoted to orientation and the participants' experiences in giving authentic lessons to peers. Weaknesses and areas identified for consideration in future program planning include increased emphasis on communicative methodology in the orientation, use of "real" students or avoidance of pair teaching, better-structured critiquing sessions, and fine-tuning of pedagogy for teachers of uncommonly-taught languages. (MSE)