A study compared the perceptions of Pennsylvania laboratory directors and medical technology educators relative to career-entry competencies for associate degree medical laboratory technicians (MLTs) and baccalaureate medical technology (MT) graduates. A 55-item competency questionnaire was administered to 265 hospital laboratory directors and 40 medical technology education coordinators from accredited baccalaureate and associate medical technologist programs in Pennyslvania. The questionnaire sought respondent's preferences for student performance of tasks in the following four areas: hematology, immunohematology, clinical chemistry, and clinical microbiology. A series of chi-square analyses conducted on an item-by-item basis within each of those disciplines indicated significant differences between the perceptions of the respondents on 22 percent of the 55 competency items. There was a tendency for many items to be selected as appropriate for both levels of graduates. While the respondents did not differ greatly in their perceptions on routine performance tasks expected of the MLT and MT, they did differ when identifying the practitioner responsible for a number of tasks requiring a higher degree of judgment. In general, the medical technology educators were more conservative than the laboratory directors, and, as anticipated, restricted most of the higher level performance tasks to the MT. (MN)