The purpose of this study was to investigate how the assessment systems of teacher preparation programs have changed since the new NCATE Standards were implemented in 2004, what methods of data collections are being used, and to measure coordinators' perceptions of the assessment systems. An electronic survey was developed by the researcher based upon a review of related literature, the researcher's personal experience, and years of reviewing data collection software. An invitation to the survey was emailed to 631 NCATE Coordinators or equivalent as identified from their institution's website with 221 participants completing the survey for a return rate of 35%. Descriptive statistics were used to report the data. Results showed that institutions were collecting more data about the candidate's preparation than was collected a decade ago most notably in the area of dispositions and that institutions are using a combination of commercial software packages to help in the data collection process. While some respondents reported dissatisfaction about their software, others reported that the collection process was adequately collecting data for them. Many believed that they would not be collecting the amount of data if it had not been for the NCATE accreditation standards requirements while others wished that they had a dedicated person at their institution to manage and analyze the data for them. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]