A study identified the essential educational topics and the level of proficiency perceived to be required in these topics for selected two-year engineering technology programs in North Carolina. The four curricula studied were mechanical engineering technology, mechanical drafting and design technology, manufacturing engineering technology, and industrial engineering technology. Respondents to a questionnaire included 48 graduates, 49 employers, 39 North Carolina instructors, and 42 out-of-state instructors (45 percent return). Respondents identified educational topics they perceived as essential for each of the four programs. Statistical analysis techniques used to identify these topics as essential were the frequency of response to proficiency levels and factor analysis. Proficiency levels required in classwork and laboratory were identified for each topic in each of the programs using frequencies of response. Differences in the opinions of employers, graduates, North Carolina instructors, and national instructors were determined for each topic in both classwork and laboratory. Topics common to more than one program were identified. Conclusions were that each curriculum was perceived to be unique, the four subgroups of respondents generally agreed regarding topics in each curriculum, and discrepancies exist between respondent opinions and existing curriculum guides. (Appendixes include summaries of findings and correspondence.) (YLB)