The purpose of this study was to analyze Work Experience and Diversified Cooperative Training in-service teacher-coordinator perceptions to determine: (1) acceptance/rejection of 13 postulates, (2) acceptance/rejection of concepts/elements complementing the postulates, (3) the rank ordering of accepted concepts/elements, (4) acceptance/rejection of 32 knowledge competencies, (5) acceptance/rejection of 32 practitioner competencies, and (6) distribution of responsibilities. Two questionnaires were developed and administered to 440 randomly selected in-service Work Experience and Diversified Cooperative Training teacher-coordinators. The first questionnaire attended to the first three purposes listed above, yielding data needed for a theoretically based coordinator definition. The second questionnaire attended to purposes four through six, thus providing a needs assessment. The most important finding of this study is the extent of agreement found between Work Experience and Diversified Cooperative Training teacher-coordinators as to the principles undergirding their job performance and the teaching competencies necessary to conduct both programs. The chief differences in the perceptions of the group is in the degree of acceptance of concepts/elements and responsibilities. Specific findings, implications, and recommendations are discussed. (Author/RC)