This study was conducted to determine those competencies considered most important by cooperating teachers, student interns, and school of education faculty. Competencies from various sources were combined to form a master list of sixty-five competencies. One-hundred participants were given numbered cards with a competency printed on each. Their task was to rank the importance of each competency in the preparation of teachers on a continuum from "most" to "least." There were seven ranks in the continuum, and a further condition forced the respondent to put at least nine competencies in each rank. This stipulation was included to prevent large numbers of competencies from being given the same rank. Responses of each group of participants were analyzed, and some significant differences were discovered. It appeared from the results that student interns and faculty shared a similar philosophy, which seems to be student-oriented and humanistic in nature, while the responses of the cooperating teachers seem to reflect a concern with classroom management. It is hoped that the data acquired from this study will help guide and implement the future planning of competency based teacher education programs. (JD)