Purpose: The purpose of this study is to describe how one US Midwestern university implements quality principles, based on the value added premise in a teacher preparation program that yields accountability, teacher education standards attainment and ultimately improvement of teacher candidates and overall programs. Design/methodology/approach: Data pertinent to students were gathered in a systematic way as they declared a certification area. This data was used to identify students who needed tutorial support and class advisement to assure successful matriculation, program completion and success on identified critical assessments. The two assessments identified were teacher work sample (TWS) and the national physical education certification examination (Praxis II). Meaningful proactive advisement, data sharing and tutorial testing assistance program were the primary approaches used to improve teacher candidate competencies. Findings: Specific course modifications and curricular redesign resulted in positive results on the TWS and Praxis II. The results have been improved teacher candidate performance on knowledge, skills and dispositions measures. Research limitations/implications: As result of sharing data, a cultural shift occurred within the program. Faculty became more accountable to teacher candidate competency attainment and teacher candidates became more attuned to becoming an effective prospective teacher. Practical implications: Because this particular teacher education programs implemented quality principles, utilized the value added approach to management and systematically used data that yielded positive results, it has become a model for other teacher education programs. Originality/value: This study uses one program to provide examples of how management of accountability and standards attainment can lead to administrative, curricular, candidate and overall program improvement. (Contains 1 table, 2 figures and 1 note.)