This review makes use of studies evaluating teacher education graduates against internal criteria, i.e., objectives specified in the program, and external criteria or evidence of pupil change. The Recommended Standards (see SP 003 720) of the AACTE indicate that such studies are necessary for meaningful evaluation. The literature search, principally through ERIC and "Psychological Abstracts," produced some 200 references. There appear to be no large-scale studies of the extent to which graduates acquired the characteristics intended by the program, but this may be remedied by the USOE-sponsored Elementary Teacher Education Programs. The University of Missouri published a report in 1967 devoted largely to evaluation, but this gave no evidence that graduates reflected the objective criteria of the program in their teaching. An experimental program by Sandefur et al (1967) showed significant behavioral differences, while a similar study by Corle (1967) of inservice training by means of a 15-week ETV program showed little significant difference between the experimental and control groups. No studies could be found evaluating the teacher preparation program against pupil achievement. The question of whether we have the means and techniques to evaluate teacher preparation programs needs to be answered, and the parameters of teacher effectiveness must be defined, possibly by means of numerous small studies which would increase the fund of information needed for a major survey. (MBM)