We utilized a Delphi technique to explore roles and competencies as identified and ranked by 106 upper level graduate students specializing in distance education. Student responses were compared to two previous studies utilizing distance education practitioner/scholar respondents. Although the roles identified were similar to previous studies, the highest rated competencies identified by graduate students emphasized technical expertise to a greater degree than did the previous practitioner/scholar studies. Implications for current training and future research and practice are discussed. (Contains 2 tables.) [For complete proceedings, see ED491481].