Reading/writing skills of prospective elementary and secondary school teachers from 7 colleges located in 4 geographical areas of the United States were examined to discover what test-performance differences, if any, occurred among the 375 subjects. Test instruments included: the Nelson-Denny Reading Test (Form D); a Criterion-Referenced Test of Reading/Writing Competence; and a rating for evaluating prospective teachers' videotaped speech. These tests were administered prior to prospective teachers' field experiences or, roughly, at the end of their sophomore or beginning of their junior year. Pair-wise, comparisons--sex, level, schools, skills--revealed that 65 to 80 percent of the subjects were proficient in basic skills and that, positively and negatively, regional differences did affect percentages or skills performances. Implications of subjects' test performances for strengthening future teacher education programs conclude the report. Also included in the report are nine tables. (Author/JMK)