This paper on the feasibility of using teaching practices as indicators of student learning was developed as part of an ongoing project to develop a process for the assessment of college student learning in the context of National Education Goal 5, Objective 5, which aims to increase the proportion of college graduates with "advanced ability to think critically, communicate effectively, and solve problems." The paper reviews the empirical research literature in three areas: (1) effects of institutional requirements including the relationship between outcomes and specific curricular requirements or coursetaking patterns, particular instructional designs, and expected levels of student performance; (2) effects of instructional practices such as class size and structure, specific classroom activities and behaviors, and influences of the institutional environment; and (3) effects of student behavior including relationships between outcomes and student time-on-task, quality of effort, and overall involvement. Available mechanisms for gathering information about educational practices and student experiences were also examined. Conclusions suggest that indicators based on student behaviors and "active learning" instructional processes gathered through student and faculty questionnaires would be most promising for development as potential national indicators, supplemented by transcript studies and assessments of typical college examinations and assignments. Contains 190 references.