This monograph describes and analyzes the implementation and impact of performance (competency)-based teacher education (P/CBTE) in both the United States and Australia. The monograph consists of a series of nine papers dealing with the significance of the implementation of P/CBTE, what the movement is and how this type of education works, an analysis of the impact of the movement, and the future of P/CBTE in Australia. The first of the nine papers discusses the increasing focus upon implementation models and strategies of P/CBTE through the 1970s, while the second paper defines CBTE and analyzes three of its vital elements. In the third paper, the state of P/CBTE in Australia is outlined, and its implementation at Adelaide College is described. Based on this experience at Adelaide College, the fourth paper suggests 10 strategies for implementing P/CBTE. The next two papers report case studies of P/CBTE models in practice, and an evaluation of three sites of P/CBTE. The seventh paper compares P/CBTE in the United States and Australia, while the final two papers of the monograph suggest future directions for the movement. Appendixes to the document include addresses presented by the author at various symposia and descriptions of P/CBTE programs in action. (KC)