A review was done of how teacher training programs teach prospective teachers. After searching the literature for research on secondary English methods classes and finding none, the study solicited syllabi from over 300 universities across the country. Syllabi from 81 universities were received. Through analysis of the syllabi the study identified five basic ways in which methods classes are taught: survey, workshop, experience-based, reflective, and theoretical. Though many contained aspects of more than one type, rough distribution among types was: 27 survey, 23 workshop, 8 experience-based, 4 theoretical, 2 reflective, 5 reflective/workshop, 3 reflective/experience-based, 2 workshop with practicum, and 4 other practica. Analysis also led to two general conclusions: (1) the prevalence of the survey course was surprising given that its teaching and learning processes are directly in contrast to the types of teaching and learning espoused in most of the texts used in these courses; and (2) while each approach has its particular strength, the best methods class should be theoretically informed, involve students in some sort of pragmatic teaching experience, provide a workshop atmosphere, and require students to reflect on their own experiences as learners and on the consequences of various teaching approaches. (Contains 15 references.) (JB)