This paper examines how teacher competence is related to the role-expectations set forth for teachers--specifically elementary teachers. Data descriptive of teachers today are reviewed. Factors which appear to deter highly competent persons from entering teaching are also identified. The paper projects even more challenges to a role often characterized already by an unreasonable span of responsibility. How instruction is delivered in this country is contrasted with selected curricular and instructional trends in other highly industrialized countries. The comparison suggests that more specialized and delineated roles for elementary teachers should be explored in this country and that competence be defined in more specific context and functions than at present. (Author)