Anyone who has worked closely with English teachers or who has attended the regional and national conferences of their professional associations knows that English teachers are genuinely critical of their preparation for teaching. Enthusiastic debate is not infrequently heard concerning the relative merits of knowledge of subject matter and pedagogical technique. Much of the criticism is directed against the duplication of effort of professional courses in Education and the overly theoretical nature of much professional training. In an attempt to assess the effectiveness of training in methods-ofteaching English courses, a questionnaire survey of the graduates of the New Hampshire teacher-preparation institutions (Plymouth Teachers College, Keene Teachers College, and the University of New Hampshire) was made in 1959. Since the survey was concerned only with recent graduates, sampling was restricted to those teachers who had completed the methods-of-teaching English courses since, and including, 1950. Expediency required restricting the survey to teachers who were currently teaching within the secondary schools of the state. In order to secure conscientious consideration of the questionnaire by an intelligent survey population, only those teachers who had received honors grades, Bor better, were polled. Of the 39 teachers polled, 31 submitted the solicited information. Analysis of the questionnaires revealed that the group as a whole had completed the methods-ofteaching English courses 4.4 years preceding the date of the survey and had an average of 3.3 years of teaching experience. Questionnaires were also directed to 96 principals of junior and senior high schools within the state to determine administrative attitudes toward teachers with methods-of-teaching English training. Sixtyeight of those polled completed and returned questionnaires. Returns