This document reports on a study of the frequency with which professional tasks are performed by industrial arts education teachers in Wisconsin and the importance they attach to those tasks. To obtain data the following questions were asked of junior high, junior-senior high, senior high, and capstone-level teachers: What differences, if any, exist between each set of two teacher groups in their response to the frequency with which they perform their professional tasks? What differences, if any, exist between each set of two teacher groups in their response to the importance they attach to their professional tasks? Data are presented in a series of 45 tables. Examination of those tasks for which responses to either frequency or importance were found to be significantly different between teacher groups is recommended as a step in developing an instructional program to help with professional task development. The study concludes that the teacher groups tend to be drawn from one population in terms of their perceptions of both frequency and importance of their professional tasks. (PD)