The purpose of this study was to identify a core of important enabling skills for entry-level teachers on which there is substantial agreement by practicing teachers and constituent groups (e.g., administrators, teacher educators, principals). Enabling skills (e.g., reading, writing, mathematics) serve as the foundation for teacher development. This core would be used to develop test specifications for the NTE Successor Stage I examination. A domain of important enabling skills was constructed by committees of subject-matter experts. The judgments of the committees were verified by a national survey of approximately 3,000 practicing teachers and constituent groups. The survey respondents rated 134 enabling skills in terms of their importance for all entry-level teachers regardless of subject-matter area or grade taught. The results indicated that 113 enabling skills were judged to be important by all respondents regardless of sex, race/ethnicity, geographic region, school setting, school level, and subject taught. These findings may be used to support the development of a single Stage I assessment measure that is appropriate for all candidates.