A systems analysis model was developed as a conceptual framework for a program for teacher education in the fields of mathematics and science. The model related teaching competencies which had been identified previously by the researchers. The purposes of the research reported in this paper were to determine interrelationships among the competencies comprising the model, and to test the theoretical links between the model and the instrument designed for testing. Data were collected on student teachers (N=122) over a period of five semesters. The difficulty levels of items were ascertained and compared; items for which less than half the subjects met the criterion were identified and examined separately. Correlation coefficients were computed for pairs of competencies and submitted to factor analysis. The first seven factors identified were compared with the seven major model components: (1) nature of content to be learned, (2) intellectual development of students, (3) objectives specified, (4) how humans learn various categories of content, (5) instructional strategy design, and (6) feedback resulting from implementation of plans. (SD)