The Complex Instruction Program (CIP) is made for the pupils to enhance their social, intellectual and affective skills. Between the students of the Higher education there are more underprivileged, under-motivated individuals and socially disadvantaged youngs nowdays. This pedagogical programme creates a more equitable classroom’s atmosphere, teaches u show to deal with pupils and trains us that every child is capable of learning, aiming high skilled thanks to the permanent cooperation with groupmates. The other important thing is the task gived not only for his/her own but also for the group. The CIP is a teaching program developed in the 1970's at the Stanford University by Elizabeth G. Cohen and Rachel Lotan. In Hungary it is called Komplex Instrukciós Program (KIP). The pedagogical program mainly builds on three methodological pillars: multiple ability assignments, group-work and status treatment. The aim of the current research is to explore the possibilities of introducing the KIP method in teacher training and to emphasize the validity of the program in the Higher education. Research methods are document analysis and participant observation. The questions of the research are the following: Which features of KIP are important for students in teacher education? For which courses does the KIP unit have a validity? The key to the efficiency is the tasks which result in multiskill development of pupils and show that every student is good at something.