Graduates of the Computer Education and Instructional Technology (CEIT) programs areexpected to perform a wide range of tasks, and these tasks also require the use of instructionaldesign competencies. However, there is only one course in the CEIT curriculum that focuses oninstructional design competencies. For this reason, the degree to which instructional designcompetencies are acquired in CEIT programs is a question that needs to be answered. In thisstudy, we investigated the CEIT program students’ instructional design competencies. For thispurpose, the instructional design standards developed by ibstpi®were translated into Turkish andafter developing an appropriate scale, it was administered to 820 junior and senior studentsstudying in CEIT programs. Findings showed that participants generally found themselvesmoderately competent in terms of instructional design competencies. Communicating effectivelyin visual, oral and written form was the top competency in terms of students’ competence. Inaddition, students considered themselves least competent in the planning of non-instructionalinterventions competency. Findings also showed that 24% of the participants who stated thatthey took an Instructional Design course stated that they did not take part at all in theinstructional design process, while 30% stated that they were partly involved. Findings werediscussed for the advancement of the CEIT programs and some recommendations werepresented.