Against a backdrop of growing interest in the development of training in patient-centered therapeutic education (PCTE), university program coordinators organized a seminar focused on the competencies to be acquired in university-level PCTE training programs. Gathered in Lille in 2006, the various stakeholders in the field highlighted the diversity of their perspectives on TPE competencies. Our study is based on the discourse of the sixty-nine seminar participants. Coming from diverse backgrounds (patients, educators, students, etc.), they discussed three questions: What skills should be acquired? What are the training mechanisms? What are the possible connections between the skills of the professional and those of the patient? All discussions were recorded and transcribed in full. The corpus underwent a thematic content analysis. The results reflect different perspectives in which questions about professional competencies and institutional contexts intersect. Among the eleven themes emerging from this analysis, published in full by INPES, three are explored here: listening and acknowledging differences, mobilizing knowledge, and the professionalization of stakeholders.