This study focuses on the Renaissance Teacher Work Sample's critical sections Assessment Plan and Analysis of Student Learning. Preliminary review of scoring data based on the sample revealed that preservice teachers at a large comprehensive institution teacher program appeared to be most challenged with designing assessments and analyzing student learning, compared to other sections. Further analysis of multiple sources of data related to these skills--including deeper study of the student teacher performance on the sample, student-teaching evaluation proficiency rates, self-reported scores on teacher standards, and Praxis scores--indicated that all intersected with the same theme: relatively low areas for this institution's preservice teachers in assessment and analysis. Based on these results, institutional efforts to improve student performance in this area are addressed. (Contains 6 tables and 2 figures.)