The purpose of this study was to validate competencies necessary for effective work in early intervention with infants and toddlers who are deaf or hard of hearing. These were developed and implemented in the context of a graduate professional preparation program in early intervention in deaf education. This interdisciplinary, family-centered program was based on seven competencies which were consistent with those identified by several learned societies. These competencies were validated through the use of surveys and focused interviews with three stakeholder groups: practicing professionals, parents, and graduate students completing the program. Results indicated validation of the competencies identified as critical for working in early intervention. There was strong agreement among the three stakeholder groups relative to their rating of the importance of the competencies. There were statistically significant differences between practicing professionals and graduate students relative to their academic preparation in the competencies. During focused interviews, all three groups elaborated their responses and identified disconnects in the educational intervention process.