Pennsylvania does not have a legislatively mandated program in place for assessing teacher education programs in institutions of higher education. This study was conducted to examine how Pennsylvania's public and private universities and colleges assess the quality of their teacher education programs. Deans and/or chairs of teacher education programs from all higher education institutions in the state were contacted by the Pennsylvania Academy for the Profession of Teaching. Participants (23 institutions), selected at random, responded to a survey instrument designed to investigate assessment procedures used in determining quality of teacher education programs. Findings indicate: scholastic aptitude test scores and high school class standing are the two largest determinants for accepting students; internally derived factors are perceived to be more important than externally derived processes; and greater emphasis has been placed on more traditional, quantitative measures than on qualitative indices. Tabular results, recommendations, and an extensive bibliography are included. Appendices consist of copies of the survey instrument, the letter introducing the project, responses to the survey instrument; and comments from respondents. (LL)