The sample consisted of 86 school teachers, university researchers, and drug program specialists; 65 of the questionnaires were returned. Sixty-three characteristics and competencies were divided into four categories -- specific to substance use and abuse, specific to prevention, specific to intervention, and specific to teacher-student relations -- all accompanied by a five-point Likert scale. A factor analysis yielded six constructs which were used to quantify perceptions of importance. The construct perceived to be most important was teacher-student relations, followed by knowledge of human relations, substances, user recognition and referral, prevention curricula, and legal issues. These findings could provide a useful guide for pre- and in-service teacher training programs. 3 tables and 22 notes (Author abstract modified)