As part of a research project about portfolios as a means of assessment for preservice teachers, the College of Education at a midwestern university formed a committee to review and rate student-developed portfolios. The committee evaluated student portfolios both for their evidence of attainment of beginning teacher competencies and also for their professional appearance. The committee surveyed 8 principals, 6 personnel directors, 5 curriculum directors, 15 assistant superintendents, 17 superintendents, and 10 persons with unidentified positions from 61 school districts employing the university's graduates, to study the usefulness of portfolios as interview tools. The idea was generally well received, with 50 of the respondents willing, 10 possibly willing, and 1 unwilling to look at an applicant's portfolio. Personnel directors were least willing to use portfolios. Principals were more interested than others in hard evidence of classroom skills, with interest in lesson plans, tests, classroom management, student discipline statements, and evidence of computer skills. Assistant superintendents and superintendents were more interested in focusing on recommendations of other professionals who had previously examined the candidates. Surveys of wider samples of administrators should clarify the portfolios' reliability. The 29-item College of Education Portfolio Survey, 5 tables, and a 15-item list of references are included. (SLD)