There are divergent concepts of how knowledge about teaching becomes a competence. A survey of Austrain secondary teachers (N=320) tried to confirm these concepts. The analysis of the survey showed, that "personality and talent", "experience and reflexion" and "applying knowledge" the main factors in the acquesition of competences of teachers are considered to be of different value. The Austrian universities and paedagogical university colleges offer different possibilities for their students. The Private Paedagogical University College of the Diocesis of Linz (PHDL) offers a teacher's education with parallel theoretical and practical elements. The experimental school (PHS) with its teachers plays a central role in its concept. In a survey all the teachers of the PHS were asked about their classroom leading styles (N=34) and their students were asked about the leading styles of their teachers in all subjects (N=189). The data showed that the teachers at the PHS were very successful. The results match with the results of earlier studies. New is, that no matter which subject the teachers teach, the students valuate their leading competence the same.
Only teachers with a style that focusses on controlling student's behaviour believe that "applying knowledge" when learning to teach is more importent than teachers who prefer other styles. Teachers and teacher students consider "experience and reflexion" in the individual teaching practice more important than the Austrian teachers and the teacher students of the PHDL (N=81) in their beliefs. The role of the teachers of the PHS as model-teachers in teaching practice is discussed in interviews with teachers of the PHS and their students. Finally the relevance of the results for a future teacher's education in Austria is discussed.