Four conceptual competencies were devised and deemed necessary for effective teaching. Then, a number of conclusions were drawn: a) with new competencies being stated, new forms of training must be established; b) training which occurs at the undergraduate level can be made more effective only if the statement of competencies is more realistic; c) new teacher education institutions must be established at the postgraduate level if effective teacher are to be produced; and d) with more effective teacher education programs to be established a greater commitment of funds on a level with medical education must be made. To test the reasonableness of the above conclusions, a postbaccalaureate teacher education program was established under a Title III grant to Central Susquehanna Intermediate Unit #16. Specifically, the objective of the project was to determine whether a program which assumed effective undergraduate preparation could improve the effectiveness of teaching by focusing on the four objectives specified at postgraduate training and on a financial level thought to be necessary for achieving the desired ends. The teacher education program was organized over a 3-year period. The results reported in this paper are limited to the testing of objectives one and two: a) the ability of teachers to bring their teaching behavior under control and b) the ability to generate and test hypotheses associated with learner attention. (JA)