Microteaching has developed since its inception at Stanford University in 1963. Basically it consists of a simplification of the teaching situation and the provision of feedback. The model, first applied to foreign language (FL) teaching by Robert Politzer, involves a definition of skills relevant to FL teaching and the preparation of performance criteria. A survey of the literature shows that it has been used for practicing and discussing a wide range of behaviors and that at least five other models have emerged. Among these models are the following: (1) classical skills-analysis microteaching; (2) problem-centered microteaching in which skills analysis is arrived at during feedback; (3) exploratory microteaching, a loosely structured type; (4) demonstration microteaching, a variation on the first model; and (5) non-participant microteaching, that is the viewing of videotapes. A review of case studies and research studies in areas other than FL teaching yields insights on use of the technique in FL teacher training, particulally with regard to behavior analysis, modelling, the advantages and disadvantages of using peers or real pupils, the tutor's presence during the microlesson, feedback, the reteach lesson, student attitudes, and alternative techniques. Generally it seems that microteaching is valuable for FL teacher training; however there are still many issues requiring investigation. A four-page bibliography is attached. (AMH)