Current trends in teacher education are characterized by programs designed to emphasize approaches to learning which are competency based, field centered, and individualized. Presently few colleges and universitites have progressed very far in the development and implementation of these innovative teacher education programs. This study presents some guidelines for program innovation systems based on the experiences of those currently involved in program change. To identify institutions currently involved with innovative programs a search was conducted through recent publications. Twenty-three colleges and universities were identified as being involved, to some extent, in programs related to competency-based teacher education. A questionnaire was constructed, containing 39 items, to yield information concerning program implementation. Personal visits and interviews were made by the principal investigator. Questionnaire responses provided information in four areas of planning and program development: (1) personnel; (2) program; (3) evaluation; and (4) major problems. In addition to this information, interviews with the administrative and faculty personnel and with officials of the Texas Education Agency identified several areas of general agreement concerning competency-based teacher education. These are summarized in terms of organizational structure, change strategy, and problems commonly encountered. The paper includes the research instrument and selected references. (DMT)