The present state of curriculum and instructional design skills in Pennsylvania preservice teacher education programs was examined. Data were collected from self-studies conducted by 14 public and private teacher education institutions in Pennsylvania. The types and levels of curriculum and instructional design skills taught in each program were examined. It was assumed that all of the teacher education programs had an objectives-based curriculum. Among the types of skills critical to curriculum design were goal analysis, content selection and analysis, and identification of terminal objectives. The skills associated with instructional design included identifying and sequencing enabling objectives, selecting optimal testing points, and preparing instructional materials and events. Little consistency was found across the programs in the types or levels of skills included, or in the levels of required performance. It was found that less than one out of four competencies on the elementary school level, and less than one out of ten on the high school level, required teachers to have curriculum or instructional design skills. Of the total skills analyzed, instructional design skills represented 76 percent, and curriculum design 24 percent. It is recommended that a standard set of minimum competencies in instructional and curriculum design be developed and implemented and that a standard format and specific guidelines for self studies be developed for use by teacher education institutions in Pennsylvania. (FG)