In an effort to make decisions about teacher education policy and practice that were informed by research and evidence, participants in Boston College's "Teachers for a New Era" Evidence Team (http://www.teachersforanewera.org) designed a portfolio of assessments and studies. This article describes one project in the portfolio--a series of surveys that trace teacher candidates' experiences over time and track shifts in these experiences as respondents progress from students during the pre-service period to teachers in the first few years of work in the profession. The article illustrates how various constituencies in the teacher education programme and the larger university used survey data to guide practice, shape policies, and raise new questions about the curriculum, relationships with schools, and the performance of teachers and their pupils. The article argues that these surveys helped to create a new "culture of evidence and inquiry" within which decisions about local policy and practice were made in the teacher preparation programme and the larger university. (Contains 4 tables.)