This study of teacher education graduate follow-up surveys examined the relationship between response rate and number of graduates, questionnaire length, and follow-up contacts. Also, the study investigated survey practices differentiating between surveys which had high and low return rates in such areas as number of follow-up contacts, questionnaire length, the use of incentives (including summary of the results), type of return postage, deadline for responding, use of visible identification numbers, and personalization of address on the envelope (inside address, salutation, and signature). A 41-item Teacher Preparation Follow-Up Survey Questionnaire was constructed and sent to 333 colleges and universities with teacher education program in order to determine which techniques and practices were being used in follow-up surveys of graduates of teacher education programs. Spearman correlation coefficients showed significant relationship between response rate and number of attempts to contact the graduates. The number of questions on the questionnaire was not significantly related to response rate, and the relationship between number of graduates surveyed and response rate was marginal. Mann-Whitney tests between high and low response rate groups showed significant differences on the number of attempts and the number of graduates. Chi-square comparisons of institutions with high and low response rates showed significant differences on several variables related to personalization. (BAE)