There exists a need to explore issues regarding entry/exit level criteria and assessment practices in bilingual teacher training programs. Among the few studies on this topic, one is summarized here. Relevant data are analyzed and summarized and models for assessment are presented. A survey of 127 items was mailed to 93 randomly selected teacher training institutions in the United States. The categories analyzed in this report are the languages assessed, who makes the decision, who conducts the assessment, the preference for assessment instrument, the relationship of language remediation opportunities to language utilization, and the academic and experiential background of sampled programs. One noticeable result of this survey and of others is that the program director often makes decisions that are based on a criterion-referenced test. Further, there is little involvement of public school personnel in assessment procedures. Three models are offered that reflect observations made by the sample in the study: (1) a homogeneous director-made decisions model, (2) varieties of heterogeneous combinations of decision making, and (3) homogeneous choices favoring so-called critical areas. (AMH)