This study investigates the relationship between nine selected library school characteristics and the offering or requiring of 13 identified instructional design competencies for master's level school library media program students. Responses to a questionnaire sent to 43 library schools indicate that none of the selected characteristics were significantly related to the requiring of a formal course in instructional design; however, three were significantly related to course availability. Additional information identifies a correlation between the respondent's attitudes and the location or requirement of instructional design competencies. Lack of success in finding related factors demonstrates the need for further research. Appendices include an instructional design components inventory and 13 references. (Author/RAA)