As the first phase of a three-phase process to implement a CBTE (Competency Based Teacher Education) program in vocational industrial teacher education at the Pennsylvania State University, a study was undertaken to identify and verify teaching competencies for industrial education teacher education. After developing a list of 173 competencies, a survey was conducted of 448 in-service vocational industrial education teachers and 780 in-service industrial arts education teachers to establish the relationship of the competencies to the two groups of teachers. It was found that both groups perceive the relative importance of teacher competencies in the same manner. In regard to competencies unique to either group, it was found that the statements so identified are along the dimensions by which the two types normally differ. Thus, the teachers perceive common needs in teacher preparation and performance. The study also examined the usefulness of eight CBTE modules developed at the Ohio State University Center for Vocational Education by incorporating them into three courses at the Pennsylvania school. Based on an evaluation in one of the courses by the students, it was concluded that student attitude improved significantly due to the modules' use and that the modules were successfully infused into the course. (ELG)