Personally, the authors have seen the evolution of teacher education for over 30 years. From "diagnostic/prescriptive teaching" through "reflective practice," the quality of the programs and students has improved greatly. Turning that subjective appraisal into a quantifiable evaluation is a tricky enterprise in education. However, the demand for accountability is a driving force for education reform. Although the National Council for Accreditation of Teacher Education (NCATE) evaluates and accredits teacher education programs, those evaluations seldom draw public scrutiny. The National Council on Teacher Quality (NCTQ) is in the process of evaluating all of the nation's education schools for publication by "U.S. News and World Report" in late 2012. If their previous reports are any indication, education schools are not going to be deemed shining beacons of teacher preparation quality. Their study on student teaching found 10 strong programs out of 134, with most considered weak and 25% falling into the most deficient category (Greenberg, Pomerance, & Walsh, 2010). In this article, the authors asked their Editorial Advisory Board to respond to one or both of the questions: (1) What is your impression of this (NCTQ) accountability effort for teacher preparation programs?; and (2) What should be the basis for evaluating the quality and success of teacher preparation programs?