This paper reviews the research on preservice learning and recommends guidelines for incorporating learner-centered psychological principles (LCPs) into preservice teacher education. The central theme is that because the preservice teacher's primary role is to learn about teaching, factors which support learning should be incorporated into teacher preparation programs. The research describes studies and commentaries on the content of teacher preparation, the processes of preservice learning, the spheres of preservice learning, and program considerations. Five essential learning dimensions which underlie the LCPs are referenced throughout the review: the learner's knowledge base, strategic processing, student motivation, individual differences, and the learning context. Seven guidelines are proposed: (1) discuss preservice teachers' beliefs about learning and teaching and use constructivist teaching approaches requiring student reflection; (2) utilize case studies for problem-based learning and require participation in action research; (3) model learner-centered teaching practices and create positive climates for learning; (4) include multicultural field experiences; (5) create opportunities for collaboration; (6) clarify and support faculty involvement and develop school-university partnerships; and (7) include in the mission the commitment to teach the content of the LCPs and the research which supports them. (Contains approximately 90 references.) (SM)