The purpose of this study was three-fold. The first purpose was the investigation of the criterion-related validity of the Georgia Teacher Certification Test (TCT) and the Praxis II tests that are used in the teacher certification process in Georgia. The second purpose was to compare decisions based on the two tests. Finally, the effects of using recommended, rather than the adopted, cut-scores were examined. Participants were 2,326 beginning teachers in Georgia in the 1998 fiscal year and their principals. Beginning teachers and their principals completed questionnaires that elicited, on a four-point scale, how well prepared and ready for the classroom the teacher was during the first 9 weeks on the job. The mean ratings for overall readiness and content knowledge were used in the analyses. Beginning teachers were also classified as "ready" or "not ready" and "knowledgeable" or "not knowledgeable" by dichotomizing the rating scale. The analyses comprised one-sample and two-sample t-tests, binomial approximation to the normal distribution, and chi-squared tests of independence. Results provide favorable evidence of criterion-related validity for the two tests, but show no differences between the tests. Results also show that recommended cut-scores would have increased the number of false rejections rather than reducing the number of false acceptances. The results raise questions that require more in-depth examination. An appendix contains study data tables. (Contains 8 tables and 17 references.) (Author/SLD)