Part of a volume which explores current issues in service delivery to infants and toddlers with handicapping conditions (ages birth to 3), this chapter treats the subject of competencies needed by the early childhood special educator specializing in infancy. First, the following context variables are discussed as they relate to definitions of competencies: the service delivery pattern, program purpose and goals, participation of disciplines within the early intervention program and how they relate to one another, and the uniqueness of birth-to-3 services. Next, common core competencies necessary for any professional working in the area of infant service delivery are described and grouped in four categories: infant-related, family-related, teaming, and interagency advocacy. Within each category, competencies specifically applicable to the infant special educator are delineated (e.g., knowledge of infant cognitive, social, and affective development). Desirable personal attributes (flexibility, maturity, independence, willingness to share, and tolerance) are seen as crossing all disciplines. The final section offers a conceptual model that may be used in considering issues related to delineating personnel standards for service programs, specifying licensure structures for personnel, and designing personnel training programs. References are appended. (JW)