A study explored how eight Technical and Further Education (TAFE) teachers from Canberra Institute of Technology were dealing with changes to their role as a result of competency-based training. An extended interview was held with each participant; a set of focus questions provided a loose structure. Five teachers were observed; where possible, material was collected from teachers. Teachers were concerned that competency-based training can be unduly focused on the mastery of individual task skills rather than on the integration and application of those skills; they wondered whether it is possible to infer knowledge from performance. Particular areas in which teachers perceived some change in their pattern of work were the increased workload due to additional assessment and recordkeeping and personal style of educational delivery. Teachers' assessment concerns fell into two areas--practical issues in implementing competency-based assessment and more theoretical concerns such as appropriate standards for testing, issues around graded and ungraded assessment, and how to ensure that higher order cognitive skills are tested. Teachers felt that student motivation had not been aided by the competent/not-yet-competent marking system and more mature and motivated students were advantaged. The main source of information appeared to be discussions with colleagues. Staff development and changes in the work environment were suggested as ways to help teachers cope with change. (YLB)