The fatal flaw of competency/performance-based teacher education (C/PBTE) is the lack of empirical knowledge on teacher behavior as it relates to pupil outcomes. Competencies identified have been based on reason, logic, and experience--all insufficient without empirical evidence. It seems that many accusations against C/PBTE are justified, and it is certainly true that C/PBTE has not yet demonstrated its superiority over other bases for teacher certification. Teaching is more than mastery of techniques. A large part of teaching is art, which does not easily lend itself to behavioral description. The major problem with the argument against C/PBTE is that there is no more factual basis for other teacher education programs than there is for C/PBTE programs. All teacher education programs are based on armchair speculation, reason, logic, and experience. At present, C/PBTE proponents should make no claims for product criteria except in the sense that the product is teacher behavior. Teachers must be included in the essential steps of planning and evaluating C/PBTE programs. Also, research must be designed to funded to continue the validation process. (PB)