This study of the National Council for Accreditation of Teacher Education (NCATE) examines how NCATE applies its standards and the effect of its process on the quality of programs in professional education. The accreditation procedures are examined and criticism is leveled at the prevalence of an evaluation approach that frequently examines educational programs with the attitude that the presence of certain standards is sufficient evidence of quality, rather than an in-depth study of whether or not the standards are being implemented well. It is questioned whether NCATE accreditation represents a guarantee of minimum quality. Limitations are noted on NCATE's capacity to bring about change: its ultimate source of power and authority are weak; it is too dependent on volunteer help; and its financial reliance on institutions it accredits is a drawback. Strengths in the NCATE accreditation process are also pointed out: present practice generally uncovers major problems in a program; NCATE denial represents a clear signal to the public that a program is inferior as judged by NCATE standards; and denial of accreditation does lead to modification and improvement of programs. Recommendations are made for improving NCATE's evaluation process. (JD)