Teacher preparation programs face great challenges in ensuring their graduates are prepared for the demands of today's classrooms. The authors explore how teacher accountability has evolved based upon federal legislation leading to adoption of the Common Core State Standards (CCSS). Recognizing that future teachers will be held accountable for preparing students for CCSS, a test based on the standards was used to determine what this type of evaluation means to future teachers. Teacher candidates' impressions of a sample CCSS-based assessment are investigated using a test developed by the Smarter Balanced Assessment Consortium (SBAC). Twenty-nine teacher candidates completed the fifth-grade Language Arts exam. Opinions of the test were shared on a written survey followed by a focus group discussion. While many of the candidates felt the test was fair and grade appropriate, many shared that there was too much reading and writing. Other results include both strengths and weaknesses of the test.