This study investigated the extent of agreement between selected college-level elementary science educators (N=107) and selected fourth-,fifth-, and sixth-grade Kansas science teachers (N=256) regarding the science laboratory teaching competencies that should be possessed by these teachers. Each group was given a questionnaire which focused on operational, process, management, developmental, and evaluation items. Among the results reported are those indicating: that science teachers believe there is a somewhat greater need for competencies related to microscope use, cleaning glassware, and use of models; that science educators perceive a somewhat greater need (than teachers) for cultures in the classroom, for the use of keys (in identification), and for the use of terraria/aquaria, the metric system, histograms, and electric circuits; that teacher educators regarded all science process competencies at a higher level of need than did science teachers; that there were no differences between the groups for the management items; that hands-on approaches, individualized learning, and low budget or homemade materials were favored more by teacher educators than by teachers; and that teacher educators favored skill tests and checklists, student feedback instruments, and audio-tape techniques to a greater degree than did teachers. (The questionnaires used are included in appendices.) (Author/JN)