The purpose of this study was to explore with 25 filmmakers their perceptions of how they learned to develop the competencies needed to become proficient filmmakers-as-educators. Hence, this study describes (I) the filmmakers-as-educators' competency development as they integrated filmmaking into teaching film, and (2) key experiences that represented their formal, informal, and incidental learning approaches and supported their competency development. Four film schools on the East Coast participated in this study. The convenience sample consisted of 25 filmmakers-as-educators. Fifteen of these filmmakers-as-educators participated in the entire study, with an additional 10 filmmakers-as-educators completing only the survey in order to expand the sample size. The primary data collection methods were interviews, a survey, document review, and classroom observations of the teaching of 15 filmmakers-as-educators. This study's three major findings were: (1) While their philosophy of practice informed their decisions, all filmmakers-as-educators in this study indicated they learned to teach filmmaking by developing technical, professional, and personal competencies. These competencies include, among other capacities, knowing the necessary content and process of making films in addition to having the essential knowledge, skills, and attitudes to teach filmmaking. (2) All filmmakers-as-educators indicated they learned the competencies they needed to teach largely in informal ways. (3) Almost all of the filmmakers-as-educators indicated that the three most supportive factors that influenced how they learned to teach were their motivation or passion to excel, receiving feedback, and working with others. The primary obstacles most filmmakers-as-educators encountered in teaching were limited financial support, bureaucratic policies, and meeting individual students' learning needs. The analysis and interpretation of findings were organized by three analytical categories: (1) learning and development needs, (2) learning approaches and methods, and (3) lessons learned on what supported and impeded filmmakers-as-educators' learning. The basis of the three conclusions drawn from the findings was that filmmakers-as-educators need to engage in ongoing professional development in their dual careers. Recommendations were offered for: (1) filmmakers-as-educators' ongoing professional development, (2) film school program directors and teacher trainers, (3) film school administrators, and (4) researchers conducting future studies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]