An undergraduate competency-based teacher education curriculum was evaluated after it had been in effect for three years. To generate a workable system for the collection and use of formative evaluation data, a list of program characteristics were identified, as well as a set of teaching skills and competencies relating to subject knowledge. Two approaches were used to identify how well these elements had been implemented: discrepancy evaluation between current practices and program goals, and identification of the satisfaction and successes of students and graduates. Twelve characteristics of the successful teacher education system were identified as program goals, as well as indicators that these characteristics had been implemented. Data were collected from questionnaires administered to students, instructors, supervisors, and supervising teachers, and from the analysis of relevant documents--descriptions of instructional modules, grading policies, and program policy statements. This information was disseminated in order to encourage curricula improvement. The success and satisfaction of students and graduates were studied from the results of high-inference rating scales administered to student teachers and their supervisors. (Results are briefly described). (GDC)