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This experiment in adult learning processes was carried out in a course in applied linguistics in which the students were teachers with experience in teaching English as a foreign language. Consideration of the importance of process in such a situation derived from dissatisfaction with the lecture and tutor-led seminar methods, from the composition of the study body, a desire to link class work and the final evaluation, and the link between course content and methodology. A nine-step procedure was worked out consisting of teacher presentation and participation, small group study, reading, and presentation of several topics. The entire class was expected to be familiar with all the readings in order to be able to participate in the discussions led by the group that was responsible for a particular topic. The final step was an entire class seminar. The procedure is considered preferable to a teacher-dominated class. Student evaluations indicated that the course had achieved its aims of increasing motivation and participation, and involving the students in the process of their own learning. It was also evident that there had been a considerable "carry-over" effect to produce a high level of content knowledge. (AMH)