The methods of evaluating teacher preparation programs are becoming increasingly more reliant on student test data. These test data driven formats, however, are not appropriate for small colleges. Small colleges are currently left off the Tennessee Report Card on the Effectiveness of Teacher Training Programs because the colleges did not produce enough graduates or data to be evaluated. This lack of data leads to an underrepresentation of small colleges when school ranks are given. The research that has been conducted is a qualitative holistic multiple case study. The unit of analysis was the evaluation models of four teacher preparation programs at four small colleges in Tennessee. Four interviews were conducted with the faculty members, from each college, responsible for creating and interpreting the evaluations after an examination of the evaluation methods they provided. The results revealed that each program included in the study had created a clear set of standards, interviewed students, evaluated the students during student teaching, monitored Praxis scores and pass rates, and followed up with the students after graduation. How each college used and implemented each component varied but these five components were present in each evaluation system. Common trends in evaluation, among the four colleges used for this research, include key assessments during classes, microteaching activities, Praxis II scores, and student teaching evaluations. Finally, students in all four teacher preparation programs are assessed before they enter the teacher preparation program, while they are in the program, during their student teaching placements, and again after they graduate and teach for one year. The common timeline indicated that teacher preparation programs at these small colleges are thinking similarly when creating these evaluation systems. The evaluation systems, however, are not similar enough to allow for cross college comparisons. Further research will need to be conducted to determine if the common timeline and forms of assessment could be used to create a more universal form of assessing teacher preparation programs that is not solely reliant on value-added data. [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.]