A group of 87 teacher certification candidates in a program at a large university in Southern California took the California Teaching Performance Assessment task for assessing learners in 2004-2005. These candidates' tests were analyzed with qualitative research methods and their scores calculated with quantitative methods. Subsequently, three additional classes of 162, 88, and 142 students from 2005-2006, 2006-2007, and 2007-2008 took the same test, respectively, and their progress was monitored with quantitative analysis only. Results indicate that students were able to master the material on the test but had difficulty differentiating assessment of students who are English learners or who have special needs. This pattern was repeated over 3 years. Recommendations are included for improving the teacher preparation programs and for implementation of exams beneficial to program improvement. (Contains 1 table and 2 figures.)