With the demand for a demonstration of continuous progress as an accountability gauge in public schools, teachers are compelled to examine assessment data for each of their pupils. This data analysis, in turn, should help teachers gauge their instructional practices and differentiate instruction so that all can reach proficient levels of achievement. Teacher education programs, too, have been asked to provide performance-based programs that demonstrate pre-service teachers can positively affect individual student learning. One way for teacher education programs to demonstrate this measure of success is by having pre-service teachers show their understanding of differentiated instruction, test data collection and analysis, and reflection. To reach this goal our Teacher Education faculty implemented an assignment titled "Impact on Student Learning Project" during the Fall 2006 semester. The intent of this paper is to describe the project and summarize the results culled from pre-service teachers who have completed the project from Fall 2006 until Spring 2009. (Contains 3 footnotes.)