A study investigated the relationship between teacher training and teacher competence. The Classroom Performance Record and the Class Context/Planning Record, two instruments constructed for use with the Virginia Beginning Teacher Assistance Program, were used to study 12 competencies of 230 beginning secondary school teachers. Teachers were observed three separate times by three different trained observers for the following competencies: academic learning time; accountability; clarity of structure; individual differences; evaluation; affective climate; learner self-concept; meaningfulness; planning; questioning skill; reinforcement; and close supervision. It was found that teachers who had teacher training scored significantly higher on the competencies of affective climate and individual differences than teachers who had no teacher training. However, teachers with no teacher training scored higher on the competencies of accountability and questioning skill. It is suggested that preservice training of potential teachers be modified to ensure that teachers get training in each of the competency areas. (CB)