A 40-item questionnaire was used to collect data in a study that (1) profiled speech communication education graduates of Arkansas colleges and universities from 1975 through 1980, (2) characterized their teaching positions during this time, and (3) determined the nature, effectiveness, and value of the speech communication methods course they completed while in college. Subjects were 69 speech communication education graduates from one of the selected Arkansas teacher training institutions. Responses revealed that most subjects had earned credit beyond a bachelor's degree, but few had actually attained an advanced degree. Only a small number of respondents belonged to professional speech communication groups at either the state, regional, or national level, and none taught only speech communication. As for the methods course, only 17 of 30 subjects indicated that the class was time well spent, with instruction in course and lesson planning preparation identified as the most helpful units in the course. Finally, respondents felt that methods course instructors spent too much time on professional organizations, behavioral objectives, and current issues in speech communication education. (HOD)