In establishing a research base for the accreditation of teacher preparation programs, the present standards, as established in the "Recommended Standards for Teacher Education" (ED 037 423) of the American Association of Colleges for Teacher Education (AACTE), should be developed into a set of multiple standards to fit diverse programs and several levels of quality. Additional criteria for measuring the effects of preparation programs should also be formulated, based on career line information, especially retention in teaching, client satisfaction, and above all, the teaching behavior of students during the program and after graduation. Typical problems encountered in reviewing research on the relationship of teacher behavior to preparation programs are the lack of replication of studies, the lack of information given on specific research procedures, and the lack of a common theoretical framework. One step toward overcoming these problems would be the establishment of an evaluation team for screening research relevant to teacher education. Organizations like NEA and AERA could cooperate to develop standardized research designs to be made available to teacher preparation programs. (RT)