This paper describes the outcomes of a study that investigated the competencies of 49 special educators on a set of 35 skills identified by the Council for Exceptional Children as important for professionals working in the area of special education. The self-reported competencies of special educators were compared with the competencies on the same set of skills as reported by 43 special education directors and 63 general education administrators. Results found that of the 24 skills for which a statistically significant relationship between group and responses was found, special educators reported lower overall levels of competency than with either of the other two subgroups. While they reported higher levels of competency than did general education administrators on 13 skills, they also reported lower levels of competency than did general education administrators on 11 skills. Special education directors reported higher levels of competency than did special educators on all but three skills. Special educators reported being adequate to skilled in assessment, developing appropriate programs, and collaboration. Special educators reported low levels of competency for technology-related skills and managing student behavior. Implications for the preparation of special educators are also discussed. (Contains 32 references.) (CR)