The implications of Canada's national study of core French instruction for second language (L2) teacher education in that country are examined. Literature on the study's impact on language teaching philosophy and policy and on French immersion instruction is reviewed, and a survey of 36 Canadian schools of education is reported. The questionnaire used was based on the model of one used in the national study to survey immersion teacher education programs. Survey results indicate the types of programs offered, geographic distribution, instructional levels covered in the programs, specific coverage of preservice teacher training in core French instruction, program length, course availability, length of practicums, program enrollments, and admission criteria. Implications for policy formation and further research are analyzed. Contains 11 references. (MSE)