A dual screening device for teacher preparation programs was mandated by the Texas legislature in 1981. The two requirements included passing an entrance examination upon application to a teacher education program, and passing a proficiency examination upon completion of the program. The state must produce competent, well-prepared teachers; train them in areas of greatest need; and prepare a proportional number of minorities which have been under-represented. This paper presents some observations regarding these imperatives and examines the role of the state in its capacity as coordinating agent. The following issues are discussed: (1) adoption and validation of entry test "Pre-Professional Skills Test" (P-PST); (2) determination of performance standards for P-PST; (3) legal implications of access to the certification process; (4) integrity of teaching degrees; (5) teacher supply and demand; (6) institutional autonomy; and (7) ethnic composition of the teacher force. Recommendations are made on: (1) using the P-PST as a diagnostic tool for prescribing developmental coursework; (2) calibrating minimum entry/exit scores according to need; (3) collaboration between community colleges and upper level institutions; and (4) developing exit examinations which reflect needs in specialty fields. (JD)