This paper gives an overview of issues related to language assessment of prospective bilingual education teachers who are enrolled in postsecondary institutions. The review indicates that, generally, little has been done on the establishment of entry/exit level criteria for language assessment. Where criteria exist, they are viewed in terms of the overall teacher preparation process. This review and discussion is followed by an analysis and discussion of data from a study conducted by the RMC Corporation. Concerns that need to be addressed deal with: (1) the decisionmaker on entry/exit criteria; (2) who should conduct the actual assessment of target languages; (3) the relationship between the experience of decisionmakers in programs and choices; (4) the extent to which public school, community sector, and faculty other than the program personnel are included in the process; (5) opportunities offered for upgrading target language skills; and (6) the relationships between these opportunities and opportunities for language use in educational experiences. These concerns are treated in connection with the data from the RMC study. (AMH)