This research project examined the training of foreign language teachers in Europe. Data were collected from 32 European countries from February to June 2002. Information was also gathered from published documents, ministries of education, higher education institutions, cultural organizations, UNESCO, and teacher associations. Data were fed into a template, which was constructed to tabulate contextual details and examples of good practice. This information was used to develop case studies. Most case sites were visited personally to gather information on specific innovations and examples of good practice. Results indicated that across the 32 countries, there was great diversity in context, needs, and approaches to meeting them. There was an emerging consensus on salient issues of organization, content, and structure. In regard to language teaching methodology, the communicative imperative was becoming accepted. Results noted the need for agreement on recognition of qualifications. The paper recommends the development of: a Common European Framework of Reference for Language Teacher Training, an accreditation system to provide a basis for comparability and to recognize flexible routes to teacher certification, a voluntary program of quality assurance, and a support network for language teacher training. Two appendixes describe the case studies and offer a professional of the European language teacher. (Contains 21 references.) (SM)