This paper traces the development of teacher candidate benchmarks at one liberal arts institution. Begun as a classroom assessment activity over ten years ago, the benchmarks, through collaboration with professional development school partners, now serve as a primary measure of teacher candidates' performance in the final phases of the teacher education program. The benchmarks are research-based and align with InTASC principles, the university mission, and the departmental conceptual framework. The benchmarks reflect the developmental stages of the novice teacher at three levels: Beginning, Transitional, and Program Completion. Benchmarks provide guidance to candidates, mentors, and supervisors about what is expected at each of the three points of internship. Uses and benefits are discussed. (Contains 1 table.)