The job analysis procedures used in the development of the Illinois Certification Testing System are described. The degree of congruence between job analysis ratings provided by public school educators (PSEs) and teacher educators (TEs) who completed the job analysis surveys is examined. National Evaluation Systems, Inc., and the Illinois State Board of Education defined a preliminary content domain for each certification test field. Content advisory committees of PSEs and TEs reviewed these objectives to form two job analysis surveys--one for PSEs and one for TEs--sent to practicing PSEs and TEs from 55 colleges and universities. Surveys were sent to over 13,000 educators in 10 subject matter fields. Overall response rates were 82% for PSEs and 68% for TEs. Responses of PSEs were given primary emphasis in selecting objectives to be tested; responses of TEs were secondary information. PSEs and TEs tended to perceive the same content as important to an educator in a specific field. Music, math, and physical education--subjects in which the educator is more likely to use, than teach the content--showed the most difference between ratings from the two groups; and learning disabilities and general administration showed the least difference between the two groups. TEs' ratings of objectives consistently tended to be higher than those of PSEs, but both rated the objectives very high in importance. Four data tables are appended. (SLD)