This study was undertaken to provide the College of Education at Idaho State University with data regarding the directions appropriate for its teacher education mission. Information was obtained from six groups: (1) students beginning the teacher education program; (2) students completing the student teaching experience; (3) cooperating teachers; (4) college supervisors; (5) graduates of the College of Education program; and (6) supervisors of the College of Education graduates. Participants were asked to assign each of 27 skill areas a level of perceived importance and a level of perceived mastery; the students and graduates rated their own mastery of the skills, while the supervisors and the cooperating teachers rated the mastery of designated students. The most important skills were managing student discipline and interaction, recognizing student needs, and acquiring subject area knowledge. The skills most frequently mastered were projecting enthusiasm, acquiring subject area knowledge, and managing student discipline and interaction. It was also found that the correlations between perceived importance and perceived mastery among the groups were high and positive. Based on analysis of the data, a plan to establish a series of longitudinal student and graduate surveys was offered. Appendices contain tables of data for each skill, comparing graduates with near graduates and beginning students with student teachers. Also appended are copies of the questionnaires and a summary of personal data on respondents. (FG)