In a discussion of language teacher education, specifically that of native English-speakers to teach English as a Second Language, it is argued that a balance must be found between process-oriented and product-oriented training. It is suggested that this sector of language teacher education has been heavily conditioned to a product-centered approach, which should be re-examined in the current fast-changing context of education. Distinctions between process- and product-focus in teacher training are examined briefly, and some changes in a popular British product-centered course to reflect a process-oriented approach are described. The changes made include both fine-tuning to established procedures and more fundamental revisions. Finally, the elements in preservice teacher education course design that typify process- and product-oriented approaches are summarized. (MSE)