States are responsible for evaluating teacher preparation programs (TPPs) through program reviews. We use data from Massachusetts to describe the first analysis of program review ratings and their relationship to in-service outcomes for TPP graduates. When comparisons are made across all schools and districts in the state, a TPP's review scores positively predict in-service teacher evaluations and value added for TPP graduates. These relationships, however, become more modest for teacher evaluations and statistically insignificant for value added when relationships are identified based on comparisons between TPP graduates who are teaching in the same schools and districts.