Teacher responses to two questionnaires provided data in a study designed to identify specific competencies of effective speech communication/drama teachers, to compare these results with the competencies recommended by the Speech Communication Association/American Theatre Association (SCA/ATA) Joint Task Force, and to explore the implications of these competencies for future competency based teacher education (CBTE) programs. The first questionnaire--an open-ended form asking for competencies considered vital for effective teachers--yielded 130 usable responses (38% response rate). The competencies identified were compiled into a list of 120 competency statements which were fashioned into a second questionniare utilizing a seven-point Likert scale. Of the 130 original respondents and the 150 additional teachers who were sent the second questionnaire, 143 (52% response rate) responded. The profile of an effective teacher that emerged from the responses reflected a professionally trained teacher who is enthusiastic, fair, consistent, and realistic and who seeks to update content area knowledge. The teacher statements were more concerned with classroom dynamics related to teacher personality than with the application of subject matter knowledge that was the focus of the SCA/ATA document. Both sets of competencies can be used together to facilitate a CBTE program. (Appendixes provide the two questionnaires, their accompanying letters, and an outline of the competencies recommended by the SCA/ATA Joint Task Force.) (GT)