The paper describes the development, by the Center for Vocational and Technical Education (CVTE), of instructional modules for a performance-based system for the teaching of vocational teachers and includes a list of five characteristics distinguishing performance-based teacher education (PBTE) from the more traditional forms. The research base for PBTE curricula development work is outlined. The module development and testing process consists of: module prototype development and review; module revision at CVTE based upon faculty and CVTE staff reviews; preliminary formative testing at one or more sites; revision by CVTE; advanced formative testing of a selected sample of modules; third party evaluation of modules; and refinement of modules by CVTE in preparation for publication. There is a description of each of the general components of the modules: table of contents; title page; introduction; performance objectives; resource materials; learning experiences; and module supplement. A section on areas of concern in the installation of performance-based curricula deals with: identification of competencies; instructional materials; faculty and student roles; interaction with various groups, institutions, and agencies; instructional support; and costs. (PR)