This paper discusses accountability in education and describes the formulation and field testing of a new conceptual model relevant to the education of emotionally and socially maladjusted children. The model design was based on specific consideration of: a) levels of training to be provided, b) types of facilities available for field experiences, c) population to be served by the program graduates, d) consumer needs, and e) the philosophical base reflected by the training program. Competency goal statements were broken down under nine generic headings, with goals designed to guide the learner, teacher-trainer, and supervising teacher at the practicum site in arranging the desired experiences. Current teachers and supervising teachers of the defined population were requested to indicate the training experience which contributed most to their knowledge and the frequency of use of the knowledge in relation to each goal statement. Responses indicate that: a) a significant part of students' professional preparation in the area of education of the emotionally and socially maladjusted was considered as having been completed without faculty assistance; b) goal statements were judged to be of minor value to practitioners in the field; and c) many goal statements are important but not frequently used. Tables of results are included in the paper. (PD)