This document examines common organizational change factors that were evident as teacher education institutions moved toward a performance based teacher education (PBTE) model of teacher certification pursuant to a New York State Department of Education mandate. Four questions were addressed: (1) What was the nature of the PBTE design process? (2) What organizational change variables facilitated the design of a PBTE program? (3) Are all consortia equal in their ability to design a PBTE program? and (4) What variables can be used as strategic manipulable levers in the design of PBTE programs? Policy boards, task forces, and institutions of higher education respondents completed questionnaires focusing on the design phase of program development and provided generally positive reactions to PBTE and their PBTE programs. Study findings indicate that PBTE programs may be more easily designed if the administrators of institutions of higher education work together to (1) set up communications networks between consortium design groups, (2) channel PBTE information exchange through the communication networks, (3) obtain design funds and materials to support the consortium's efforts, (4) set up an inservice training program to assist the consortium designers in developing the program, and (5) keep the policy board and task force groups informed of each others' design activities. (MJB)