Three project objectives were (1) to identify the competencies required for entry into the professional role of the teacher of vocational agriculture (exclusive of the technical competencies of scientific agriculture), (2) to validate the competencies identified, and (3) to initiate procedures for incorporating the validated competencies into the teacher education programs of the nine universities providing certification programs for vocational agriculture teachers in Texas. A list of teacher competencies was developed based on review of the literature, a working conference of teacher educators, and a pilot test with vocational agriculture teachers. The final list was incorporated in an instrument designed to illicit the respondent's opinion of the importance of each of 135 competency statements. Responses were secured from 311 of the 349 vocational agriculture teachers serving as supervising teachers in Texas (89%) and from 22 of 24 teacher trainers (92%) and 14 of 15 State staff personnel (93%). Data were compiled and became the basic documentation for decisionmaking at a second working conference of teacher educators to initiate procedures for incorporation of the validated competencies into teacher education programs of the nine universities. Outcomes, in addition to the identification and validation of a core of essential professional competencies required by vocational agriculture teachers, include the establishment of a base for the development of curriculum materials and laboratory experiences through cooperation among the agricultural education departments of the State. Another result has been development of a transportable model that could be used by other vocational teacher education disciplines to accomplish similar outcomes. (The report includes the list of competencies with mean ratings for each respondent group.) (LAS)