Reported is a survey of 587 educators in 20 selected school districts to determine appropriate competence for a prototype training program to prepare curriculum consultants for programs serving exceptional children. The project's major goal is explained to be the development of a performance-based training model which will be generalizable to other educational institutions. A review of the related literature deals with rationale, the consultant's role as a leader and change agent, relevant training models, and administrative perspectives. Competencies are said to have been generated through educator interviews and a search of the literature, and to have been organized into a model with the following three dimensions: situations, processes, and areas of responsibility. Reported is distribution of the questionnaire to the following professionals: superintendents, psychologists, principals, curriculums consultants, speech and/or hearing clinicians, special education consultants, directors of special education, special education teachers, and regular elementary teachers. A major portion of the document provides evaluative data on each competency item. Results given suggest that competencies rated as appropriate for on-campus study were primarily in the lower importance group, competencies rated as predominantly in the job training category were primarily in the higher importance group, and that all competencies in the self-growth category were in the higher importance group. (DB)