What is meant by being a competent teacher is seldom clearly stated or fully discussed. Rather it is assumed that student teachers after having passed the exam, they are qualified, not only formally but also in reality, to be a teacher. Mostly teacher competence is associated with teaching, although we can note, that modern teachers’ every-day activity shows there exists a long list of other activities and responsibilities to be included in teachers’ normal routines. Evidently teaching competence cannot be sufficient as qualification and even if it was, a ma-jor problem is to define what it is. What competence then should characterize a teacher and what goal should the education set for the teacher education is highly valid questions? For one thing, it must be assumed that the students will increase their teacher competence as an effect of their teacher education and also get a feeling of being competent to be a teacher. First se-mester student teachers must be assumed to differ from those in their final semester regarding their experienced competencies. In this presentation this topic is outlined and discussed along with findings from a questionnaire study investigating student teachers’ feelings of compe-tence and professional control.