The selection of students qualified for teacher education has many facets, only some of which are addressed by standardized tests and college grades. The purpose of the present study was to examine the American College Testing (ACT) Program Assessment, Pre-Professional Skills Test (PPST), and college grade point average (GPA) as predictors of student teacher classroom performance as measured by three instruments from the Teacher Performance Assessment Instruments (TPAI). Subjects were 610 teacher education students completing student teaching practicums during the fall and spring semesters of 1987-90 at Idaho State University. Data revealed relationships between the subtest and composite scores of the ACT, subtest scores of the PPST, and GPA. The highest magnitude correlations were found for PPST Reading and ACT English with all other subtest scores and college grades. These data suggest the importance of verbal skills, especially reading, in relation to academic achievement. Academic measures, including standardized tests and college grades, were weak predictors of actual classroom performance of student teachers in this study based on the TPAI instruments. These academic measures (ACT, PPST, and GPA) do not strongly suggest themselves as criteria for teacher education program admission. (IAH)