Neither an increasing emphasis on the scrutiny of the professional behaviour of teachers by Central Government, together with a new 'moral panic' prompted by fears that the fabric of (educational) 'society' is under threat on account of the inappropriate behaviour of some pupils, has done much to attract an interest in the kinds of attributes (or 'competencies') most desirable in those teachers who work mainly with so-called pupils with problems, particularly those dealing with the affective aspects of the relationship between teachers and pupils. This paper attempts a preliminary assessment of the desirable qualities or aptitudes, as indicated by a sample of Teachers and pupils. It suggests that there is some similarity between the views of these two groups, as to what constitutes the desirable personal aptitudes and professional attributes. At the same time a notable gap is identified in the current initial and continuing professional development opportunities available to teachers in relation to enhancing such qualities within the teaching profession.