The experience of the University of Houston in evaluating its teacher education program and in conducting followup studies of its graduates is recounted. A description is given of the problems encountered in planning, developing, and implementing a competency based program, and the subsequent evaluation procedures used to validate the program. The gradual evolution of a methodology for conducting follow-up studies is described, and insights gleaned from two successful follow-up studies are discussed. Suggestions are offered for determining the salient points upon which program evaluation should be based. The appendixes include a list of the twelve characteristics of Houston's competency based teacher education program, and the sixteen generic teaching competencies adopted for the program. (JD)