The current study examined special education teachers' ratings of the usefulness of strategy microanalytic assessment (SMA) (i.e., self-regulation, strategy use) and standardized norm-referenced assessment information (SNRA) (i.e., cognitive and academic skills). Ninety-six participants separately rated the frequency with which SMA and SNRA are used in schools and the usefulness of each report [i.e., Teacher Rating Questionnaire (TRQ)] for intervention planning about a case study. A mixed model experimental design revealed that even though SNRA information is more typical of the data provided in evaluation reports/Individualized Educational Programs, the SMA data were rated significantly more helpful than the SNRA for enhancing important school-related outcomes (e.g., test performance) as well as teacher-related roles (e.g., developing instructional plans). Despite the participants' consistent preference for SMA information, their overall TRQ ratings of the SNRA were positive. (Contains 1 table and 1 figure.)