Competencies of two groups of first year special education teachers were compared: 109 graduates whose training was primarily categorical and 99 graduates whose training was primarily noncategorical or comprehensive. Results of surveys on competencies completed by Ss and 27 Directors of Special Education in Pennsylvania intermediate units revealed that while the order of the rankings of competencies were similar for both groups of respondents, graduates ranked competencies related to legal mandates considerably lower and those related to teacher development somewhat higher than employers. No significant differences were found between categorically and noncategorically trained students. (Appended materials include survey forms and rating scales.) (CL)