Through the completion of a questionnaire-rating scale, three juries composed of authorities in education and English, of communication arts coordinators, and of outstanding English teachers helped to identify and rank common competencies and concepts that all prospective English teachers should acquire in their English methods courses, and suggested possible inclusions in teacher-training programs. Of the 56 competencies, those receiving top rank included (1) the ability to guide critical thinking, speaking, writing, and listening, (2) the ability to present varied approaches to literature and composition, (3) an understanding of the value of personal and class objectives, (4) an understanding of the means of planning sequential work that is logical to students, and (5) the ability to motivate students through a variety of means. The juries suggested that additional teacher preparation should be provided in the history and study of the English language, in approaches to teaching composition, and in methods of teaching reading at all levels. Although it was conceded that present professional education does not meet these requirements, it was also concluded that no 3-hour, 1-semester course could teach education, methodology, psychology, and an academic subject. (Author/JB)