These papers describe recent techniques used in followup studies of teacher education programs and suggest issues which may evolve from or be enhanced by the study findings. They provide a source of information about current efforts in planning the evaluation of teacher education programs. The first paper describes a study which was designed to document the experiences of first year teachers. The paper draws on the findings to suggest important considerations for future studies of teacher education programs with the same goal and focus. It is suggested in the second paper that teacher education followup studies, although usually carried out to maintain or improve program quality, can have more expanded utility and can address other critical issues. The third paper examines reasons why formative evaluation is needed and discusses issues that must be faced if formative evaluation efforts are to be effective and programs regenerative. In the fourth paper, it is related how, in 1973, Tennessee Technological University developed and implemented a longitudinal model for gathering systematic data from the graduates of its teacher education program. The fifth paper examines critical findings from the Western Kentucky University teacher preparation evaluation program on teacher entry, retention, and change. Included in this collection are comments from two discussants at the symposium. (JD)