A learning centred approach to the training of EFL teachers at pre service level was tested forrnappropriateness and efficiency in bringing about desirable attitudinal and behavioural changes. A generalrnframework was reconstructed to reflect the development of knowledge of teaching constitutingrnbackground knowledge. existing practices of teaching and exploring new practices of teaching. A crossrnsectional survey study was made covering a population of 38 respondents of four categories:rntrainees who followed the revised syllabus of the ILS. trainees who followed the old syllabus of thernILS. university lecturers teaching English and school teachers teaching English. The purposes of thisrnstudy were (i) to get a reasonable picture of the status quo and (U) to pilot the efficiency and precisionrnof the questionnaire designed to collect data. The questionnaire included items that reflect teachers'rnperceptions of effective teaching. attitudes to the profession and perceptions of classroomrncommunication in terms of Fanselow's categories. Data collected was treated by using the variabilityrntest and Means of preferences were computed to see value attachments. The cross sectional studyrnsuggested that teacher variability in the preferences of language teaching practices and their underlyingrnprinciples is determined by lack of practical experience. Teachers' perceptions showed statisticallyrnsignificant agreement in those practices and principles that reflect their teaching (for the practitioners)rnand classroom learning (for the trainees) experiences. The Means computed to show value attachments.rnhowever. suggested the existence of favourable intentions in teachers to be competent in theirrnprofessional practices. Thus. a teacher training methodology focusing on practice andrnreflection was reconstructed to promote the development of knowledge of teaching in trainees. Therneffect of the methodology was tested by conducting an experiment for four months with eleven traineesrnof EFL of the ILS. Statistical data was collected using the core questionnaire at pre and post project.rnQualitative data was collected using diaries. video recordings of teaching practices and projectrnevaluations made by participants. The variability and sign tests were used to treat statistical data.rnDescriptions of qualitative data were made for reflection on the process. The effect of reflective practicalrnexperience on reducing variability by helping trainees to get access to the knowledge base of teaching isrnsupported. The longitudinal study suggested that (i) as teachers' teaching repertoire increases. theirrnshared perceptions of practices and principles of promoting effective teaching increase; (ii) as teachers'rnunderstanding of themselves and their practices increase their abilities to optimise the interaction ofrnclassroom variables increase and (iii) as a corollary effective teaching is neither teacher nor learnerrncentred. but a process realised when a teacher is able to bring himself/herself. the students and thernteaching aids in use into optimum interaction. In the longitudinal study reflections made by traineesrnand observations made during the four months suggested that if teachers are helped to discoverrnthemselves and understand their practices. they can tackle classroom problems such as class size. poorrnmotivation of students. poor materials and the like. In order to help trainees to get in control of theirrncapacities. the training methodology has to consider trainees' background knowledge as a starting point.Trainees come to the training programme with established beliefs, values and expectations. Reflectionrnon these topics prepares them to accommodate new modes of thinking. A descriptive and participatoryrnapproach is observed to be an appropriate technique to break defensive barriers and to create a socialrnclimate of trust among trainees themselves on the one hand, between the trainer and trainees. on thernother. The longitudinal study suggested that as trainees continue to develop self confidence, they alsornembark on exploring and experimenting with new techniques and practices to increase their teachingrnrepertoire. The management of the process is critical and the role of the teacher trainer is decisive. Thernexploratory stage marks a significant behavioural and attitudinal change towards becoming arnprofessional teacher. The process of learning to teach and teaching to learn is enhanced. Thus. it isrncalled A Learning Centred Approach. Since this is also an exploratory study, the validityrnof observations made and statistical measurements used has to be confirmed by colleagues interested inrnsecond language teacher education. It is hoped that issues raised throughout this work will provokernthought, inquiry. and future research.