In discussing the importance of a competency based approach to teacher education and potential concerns for program integrity, four points are emphasized: (1) In Competency Based Education (CBE), stated competencies define all other program elements; (2) Many programs do not possess internal consistency, integrity, or external validity; (3) CBE provides an opportunity to reconceptualize a total preparation program; and (4) The potential power of CBE is sapped when piecemeal development occurs. Three approaches to improve CBE programs are considered. In the first approach, the perceptions of professionals are employed as the basis for competency identification. The second approach assumes that effective instruction is related to a theoretical position and holds professionals accountable for demonstrating that position. The third approach for specifying competencies is analyzing the role of the teacher to determine the tasks actually performed by practitioners. The strengths and weaknesses of each approach is considered. (JD)