This report examines and critiques specific aspects of instruction of two modules of an undergraduate program in Teaching English as a Second Language (BATESL) and describes attempts to transform the curriculum to more effectively foster and reflect applications of theory to the realities of the Hong Kong English as a Foreign Language (EFL) classroom. Students in the study were in their second term of first year BATESL courses; most had just graduated secondary school and had no experience in teaching. Feedback from 38 second-year students on their first-year program was also included in the research. Preliminary results are supported by data obtained from students' interviews and feedback on the modules' adequacy in preparing preservice students for the realities of the classroom. Of the 35 first-year students, 60 percent believed that visit to a school had the most impact on their feelings of being a real teacher; 45 percent believed that watching videos of teachers working in the classroom had an impact on their feelings. Second-year student responses varied from good to too much theory; most wanted more practical experience and relevance to the Hong Kong environment. Conclusions and recommendations are made for improving the structure, content, and delivery of courses in the preparation of these EFL teachers. (Contains 16 references.) (Author/NAV)