The purpose of this study was to determine the degree and type of differences in teaching competencies between a group of experienced teachers and interns on four dimensions: 1) ability to effect gains in achievement of pupils in mini-lessons with specific behavioral objectives, 2) the quality of the teaching process in teaching the mini-lessons, 3) ability to solve simulated classroom incidents, and 4) attitude toward and perceptions of the teacher's role. Comparisons were made between 22 elementary school teachers and 15 college students selected from a group of 150 volunteers who had no formal education courses or teaching experience. Teaching quality and ability to solve simulated incidents were judged by several experienced professors of education; pupil achievement was measured by a subject-oriented test; attitude toward teaching was assessed using three standardized tests. Results indicated that although the experienced teachers were rated more effective in teaching, there were no differences in the ability of the two groups to bring about intended behavioral change in subject matter. Secondly, the interns scored higher in their ability to solve simulated teaching problems. Lastly, the interns tended to emphasize the role of a teacher as a motivator more and as a communication specialist significantly less than did the experienced teachers. Implications are drawn for competency-based programs. (Author/RT)