THE OBJECTIVES OF THIS STUDY WERE TO DETERMINE THE QUALIFICATIONS OF EFFECTIVE OFFICE EDUCATION AND DISTRIBUTIVE EDUCATION TEACHER-COORDINATORS AND THEIR ATTITUDES TOWARD PROGRAM OPERATION. THE 46 DISTRIBUTIVE EDUCATION AND 19 OFFICE EDUCATION TEACHER-COORDINATORS AND THEIR SUPERVISING SCHOOL ADMINISTRATORS IN ILLINOIS SUPPLIED 523 CRITICAL BEHAVIORS OR CHARACTERISTICS OF EFFECTIVE TEACHER COORDINATORS WHICH WERE CLASSIFIED INTO MAJOR CATEGORIES OF JOB ACTIVITIES--(1) DISCIPLINE AND CONTROL OF STUDENTS, (2) SELECTION OF TRAINING STATION AND PLACEMENT ACTIVITIES, (3) EVALUATION AND SELECTION OF STUDENTS, (4) PERSONAL AND PROFESSIONAL RELATIONSHIPS, (5) ADJUSTING STUDENT TRAINING STATION PERFORMANCE PROBLEMS (EMPLOYER SUGGESTED), (6) ADJUSTING STUDENT PROBLEMS (STUDENT SUGGESTED), (7) DIRECTION OF INSCHOOL LEARNING ACTIVITIES, AND (8) DEVELOPMENT AND PROMOTION OF PROGRAM. A TOTAL OF 61 CRITICAL REQUIREMENTS FOR DISTRIBUTIVE EDUCATION AND 16 FOR OFFICE EDUCATION TEACHER-COORDINATORS WAS EVOLVED FROM THE CRITICAL BEHAVIORS REPORTED FREQUENTLY. REASONED-JUDGMENT REACTION QUESTIONS WERE USED TO ASCERTAIN THE PHILOSOPHY OF 48 ILLINOIS DISTRIBUTIVE EDUCATION AND 18 OFFICE EDUCATION TEACHER-COORDINATORS REGARDING 20 SELECTED ISSUES BY COMPARING THEIR RESPONSES WITH THOSE OF NATIONAL DISTRIBUTIVE EDUCATION LEADERS IN 1959. THE ILLINOIS TEACHER GROUPS WERE IN CLOSER AGREEMENT WITH EACH OTHER THAN EITHER GROUP WAS WITH THE NATIONAL LEADERS ON A MAJORITY OF THE ISSUES CONCERNING OPERATING A SECONDARY SCHOOL. THE ISSUES CONCERNING THE ROLE OF THE BUSINESSMAN IN THE COOPERATIVE PROGRAM, THE NECESSITY OF BUSINESS EXPERIENCE FOR BUSINESS-CAREER ORIENTED STUDENTS, AND THE FREQUENCY WITH WHICH TEACHER-COORDINATORS SHOULD RENEW THEIR BUSINESS EXPERIENCE WERE NOT SO CLEARLY RECOGNIZED BY THE TEACHER-COORDINATORS AS BY THE NATIONAL LEADERS. IT WAS RECOMMENDED THAT THE CRITICAL REQUIREMENTS EVOLVED BE CONSIDERED BY THOSE ADMINISTERING PRESERVICE COORDINATOR TRAINING. (MM)