Intended to supplement previously reprted conference proceedings on the preparation of special educators, the paper presents an overview of the structure of performance-based teacher education (PBTE) and certification, reviews research on selecting relevant program options, and identifies future research needs. Briefly covered are the following structural phases: selection, training, certification, and process and product criteria for evaluating work success. The author points to limited research bases for selecting one PBTE program option over another and recommends using the "General Catalog of Teaching Skills" as one approach for identifying skills and knowledge that should be incorporated into teacher education programs. (LH)