Noting that a major problem confronting competency based teacher education (CBTE) programs was the development of mutually acceptable perceptions of teacher education among college faculty, school personnel, and prospective teachers, a cluster of competencies developed by the State University College at Oneonta (SUCO), New York, was critiqued by these three groups. Opinions about the relative importance of the twenty-five generic competencies used in the SUCO/CBTE program were collected from the faculty and students of the college and from the faculty in the surrounding schools. A factor analysis was made on the responses to identify categories of competencies which could be defined as generic teacher roles. This analysis resulted in four clusters or teacher roles as measured by the twenty-five original competencies: (1) teacher as a strategist; (2) teacher as a person; (3) teacher as an assessor; and (4) teacher as a professional. An analysis of the results of the questionnaire indicated that preservice teacher education students tend to rate the importance of the role of the teacher as person higher than did the faculty from both the college and the participating schools. A second finding suggested that the students rate the importance of teacher as a professional higher than the school faculty but not higher than the college faculty. The findings from this study are discussed, and a copy of the questionnaire is appended. (JD)