Clinical training programs at the Universities of Alabama and Kansas were selected for application of a Barker-type methodology on the basis of survey data indicating high percentages of competent students in internships over a 3-yr. period. One-day visits enabled labeling of the functional behavior settings, occupancy counts, and stream of behavior accounts. The data were organized with regard to an external definition of competency training. The Alabama training experience is program-centered, teaching-oriented, structured in sequence and content. The underlying academic value is that the program can provide a matrix of fundamental clinical knowledge and skill. The Kansas program, democratic and equalitarian, stresses a faculty-student sharing of learning-by-doing, constant evaluation, and responsibility. The program provides the model of individual professional autonomy.