Pennsylvania State University conducts a program of preservice performance-based teacher education (PBTE) for its agricultural education students at several campuses in the state. The model for the program is designed around groups of pedagogical competencies identified and verified through research. The competencies have been incorporated into the course structure of the agricultural education program, with each course including a number of related competencies to be achieved. The program is delivered in two phases: course work and student teaching. Teacher educators serve as resource persons. Modules from the National Center for Research in Vocational Education and some additional modules unique to agricultural education and Pennsylvania's needs are used to develop competence in performing those tasks identified as necessary for entry-level employment as a teacher of vocational agriculture. Instructional emphasis is on helping the preservice student and teaching intern achieve program exit requirements. Teaching students are gradually introduced to the classroom through a process of teaching to peers, microteaching experiences, program observations, conducting Future Farmers of America activities, and presenting teaching episodes under guidance, before they begin teaching one or two classes in the intern program. Students are assessed by resource persons using checklists provided in the modules and other instruments, and students are expected to remain in the program until all requirements are met. (A list of competencies in the programs, learning activities used, and a summary of the teacher's and students' roles are included in this report.) (KC)