This study was designed to determine (1) how experienced secondary school English teachers evaluate themselves in knowledge of English and in English teaching abilities, and (2) the relationships among this self-evaluation, number of years of teaching experience, and college degrees. In mid-November, 1967, the Illinois State-Wide Curriculum Study Center in the Preparation of Secondary School English Teachers sent their "Self-Rating Scale for Experienced English Teachers" (Form G) to 600 randomly selected Illinois teachers. On the basis of the forms returned (57%), the conclusions were that (1) teachers with more teaching experience tended to rate themselves higher than those with less experience, (2) teachers with master's degrees rated themselves higher than those with bachelor's degrees, (3) secondary teachers generally considered themselves "good" in professional competency, with their strongest category being "Knowledge and Skill in Oral Communication" and their weakest, "Knowledge and Skill in Teaching English," especially reading. An examination of these self-evaluations indicates a need for adding courses to the teacher preparation curriculums and for making available more inservice education programs. (LH)