The use of performance-based teacher education (PBTE) learning packages for inservice teacher training of vocational education teachers in Arkansas was evaluated. The study sought to determine what teaching competencies vocational-technical teachers have mastered since the PBTE program began five years ago, to what extent vocational teachers are using the teaching competencies they mastered, and how the vocational-technical teachers feel about the PBTE professional development program. The evaluation strategy provided for (1) an observation of all vocational-technical teachers who had completed 30 or more PBTE modules by individual school instructional supervisors; (2) observation of a sample of vocational teachers by regional teacher educators; and (3) a feedback questionnaire given to all vocational teachers to determine their attitudes toward the PBTE modules. Teachers who had completed 31 or more PBTE modules received high ratings by their supervisors. Teachers received higher ratings on instructional management than on other competencies, and teachers in certain subject areas received higher ratings than teachers in other subject areas did. Teacher attitudes toward the PBTE modules were not positive, although those who had participated actively in the program were more positive than those who had not. Recommendations were made to continue using the PBTE modules with some changes. (KC)