This study measured the extent to which 111 student teachers, enrolled as seniors in an early childhood and elementary education program, demonstrated mastery of 51 role competencies in two seven-week student teaching experiences. The competencies were in the areas of planning, teaching techniques, and personal and professional attributes. Each competency statement was pre- and post-assessed by the student teachers, cooperating teachers, and college supervisors to produce Interjudge Reliability Coefficients. The results, borne out by the confirmation of seven hypotheses, showed that the students performed at a high level of competency. There were statistically significant amounts of agreement among the student teachers, cooperating teachers, and college supervisors on the levels of performance. An implication for professional education is that competency statements and pre- and post-assessment models can be used to describe performance and growth for individuals and programs. Tables and charts show pre- and post-assessment means and Interjudge Reliability Coefficients for the competencies. (FG)