To provide the basis for implementation of a competency based teacher education (CBTE) program, the second of three phases of a university CBTE project involved pilot inservice, pilot preservice, and course infusion components in industrial education. Thirteen beginning industrial education teachers representing eleven different occupational areas participated in the inservice CBTE study, which utilized a self-paced, open entry-open exit, minimum performance specified credit system, and criterion referenced grading. Positive conclusions can be drawn from questionnaire results on inservice teachers' perceptions of CBTE. The preservice pilot, accomplished in three steps, using industrial arts students during successive terms in the 1978-79 academic year, culminated in three recommendations: (1) that CBTE be expanded to include all pre-professional courses; (2) that textual material of any kind be selected solely on the basis of utility; and (3) that further studies be conducted to ascertain alternate methods of instruction that meet the learning styles of individuals. Supplemented use of seven performance based teacher education (PBTE) modules developed by the National Center for Research in Vocational Education at Ohio State University and infused into Industrial Education 19v, resulted in a rise from the 10th to the 85th percentile over the phase 1 evaluation on student teachers' evaluation of the "suitability of textbooks and/or materials." An Advisory committee suggested use of instructional resource centers to support CBTE, and an administrative/supervisor meeting summarizing the three projects received favorable reactions. (Appendixes include evaluation instruments used in the studies.) (MEK)