This study explored a number of facets of the problem of utilizing the judgment of teachers and other educational professionals in clarifying the training needs of teachers. Using lists of teaching abilities, topics in educational psychology, and statements of psychoeducational proposals regarding elements in the teaching-learning process, ratings were procured from urban, suburban, and rural teachers and from a group of teacher trainers or supervisors and a group of curriculum workers. Mean item values were determined for ratings by the groups according to the mastery or comprehension of the item, its importance or the need to study it, its application in teaching practice, and the extent to which it should be included in preservice and in-service training. The main findings are reported in numerous tables and a list of highlights. The appendixes list both the items and the mean item values derived from various criterial ratings by a number of response groups. A final section in the report analyzes the findings with special reference to their implications both for additionally needed research and for their applications in a practical program of curriculum building in teacher education. (MBM)