The Praxis Series, developed by Educational Testing Services (ETS), has been the long standing assessment for teacher licensure. It is comprised of three separate skills examinations: (1) Praxis Core Academic Skills for Educators (Core) (attempts to measure academic skills in reading, writing, and mathematics; content knowledge of candidates entering teacher preparation programs); (2) Praxis I Pre-Professional Skills Tests (PPST) (attempts to measure basic skills in reading, writing, and mathematics; used to qualify candidates for entry into a teacher education program); and (3) Praxis II Subject Assessments (attempts to measure subject-specific content knowledge, as well as general and subject-specific teaching skills, deemed necessary for beginning teaching). Since the early 2000s, Pearson Education began offering a series of updated teacher certification assessments. Pearson Education currently offers two categories of assessment tools for candidate teachers. These include the following: (1) National Evaluation Series (NES) (Entry-level assessment that attempts to reflect contemporary teacher knowledge and skill sets); and (2) Custom Programs (CP) (designed for specific content and to reflect individual state needs; edTPA (formerly the Teacher Performance Assessment developed at Stanford University) Performance-based assessment protocols developed to evaluate candidate teachers level of classroom preparation; owned and authored by Stanford University). In this article, Mark Mahoney compares the Praxis and Pearson assessments and their respective as well as combined usage across states in the US. Based on his analysis, Mahoney recommends the Council on Technology and Engineering Teacher Education (CTETE) consider further investigation into becoming an accrediting agency for teacher certification institutions or programs in technology and engineering education. He goes on to point out that CTETE would have to decide the degree of accreditation that they wish to address--national, state, or a combination of the two. Further, he states that the CTETE must establish a history of accreditation practices prior to applying for recognition. Partnering with other organizations (e.g., the International Technology and Engineering Educators Association, the American Society for Engineering Education, and the Association for Career and Technical Education) may provide a more comprehensive and secure foundation from which to build an accrediting agency.