A study was conducted on the performance of black students from a historically black university (HBU) as well as examinations used for teacher certification in Mississippi. Of specific concern for this paper was the success of black students in successfully completing the NTE/PRAXIS Examinations. Its scope began with the NTE examinations and covered the transition to the PRAXIS series. The data are discussed in terms of changes in preparation programs, cultural issues, and the implications for recruitment and retention of minority students in teacher education programs. Data analyses indicate that, over the period from 1993 to 1998, little difference was noted in the success rates of black candidates on the teacher certification examinations. The findings were consistent whether results of the NTE or the PRAXIS were used. The introduction of learning strategy instruction, including critical thinking units and practice on the Learning Plus System, seemed to have marginal effects on student success. When data are couched in terms of a broader set of educational achievement/predictor examinations, clear indications are observed for the alternative assessment of minority candidates. (Contains 27 tables and 12 references.) (SLD)