The paper provides a brief survey of the rationale for and problems associated with performance-based teacher education (PBTE). Reviewing the research and activities of the Center for Vocational and Technical Education (Ohio State), the document identifies five elements that appear to distinguish PBTE from more traditional programs. These elements relate to: student competencies; criteria for assessing competencies; assessment of the student's competency; the student's rate of progress; and the intention of the instructional program. For the implementation of PBTE, six issues, and six strategies for dealing with the issues, are identified and discussed briefly. The issues and strategies relate to: identification of competencies; instructional materials; roles of faculty and students; interaction with various groups, institutions, and agencies; instructional support; and costs. (PR)