The relationships among scores on the National Teacher Examinations (NTE) and the Pre-Professional Skills Test (PPST) and scores achieved on objectively scored observation instruments were studied in 100 graduates of teacher preparation programs at Tennessee Technological University (Cookeville). Of these, 62 had completed the NTE and 27 had taken the PPST. The Classroom Observation Keyed for Effectiveness Research instrument was used to evaluate some of these teachers in the spring of 1987, and the low inference observation instrument of the Kentucky Career Ladder Program was used for those observed in 1988. There was little relationship between scores on the NTE or the PPST and the observation system utilized. These tests provided little information that was useful in predicting the success of the individual in the classroom. Nevertheless, these tests did provide information useful for determining student deficiencies in potential basic skills areas. It is suggested that the NTE and the PPST not become the sole criteria for admission to study in professional education or for licensure as a teacher. Four tables are provided. (SLD)