Teacher preparation programs have continued to see the ever-increasing control of teacher candidates by policymakers. To control means to regulate. The problem, according to these authors, is that there are currently at least three regulating measurement and assessment obstacles faced by teacher candidates in teacher preparation programs. The first obstacle is being admitted into a teacher preparation program. High school grades, standardized test data, letters of recommendation, and other information are used to regulate this process. The second obstacle is navigating a complex regulated curriculum that is intended to help insure that entering students will be successful classroom teachers. Universities establish general education curriculum content, specialized professional associations require specific curriculum content, state departments of education require specific curriculum content, and education departments require specific curriculum content that are used to regulate the teacher preparation process. However, despite how effective a teacher preparation program may be in selecting potential teacher candidates and programmatically guiding their teacher candidates, the teacher candidates are still faced with a third regulatory measurement and assessment obstacle. The third regulatory obstacle for teacher candidates is passing a legislatively mandated norm-referenced examination (i.e., PRAXIS II) before they are certified as teachers. This study explores predicting PRAXIS II Fundamental Subjects: Content Knowledge scores required for licensing teacher candidates in many states. The procedures included using paired scores for two hundred (200) teacher candidates who met or exceeded a score of 150 (qualifying score in some states) on the Fundamental Subjects: Content Knowledge examination during the 2003-2005 academic years at two universities. (Contains 6 tables, 1 figure, and 1 note.)