With current considerations for reauthorization of the 2001 No Child Left Behind Act, national attention remains focused upon public education student outcomes. The purpose of this manuscript was threefold: to review the historical background of the standards reform movement; to discuss a research project to redesign program content and align standards in an EC-12 Special Education certification preparation program; and to discuss survey results concerning pre-service and experienced teacher perceptions about standards and accountability. Results suggest that standards-based accountability may be impacting teacher behavior with respect to student learning. University preparation programs are aligning state, NCATE, and professional association standards in teacher preparation programs. Both pre-service and experienced teachers appear to comprehend the purpose and implementation of standards within curriculum lesson planning and practice. Further research appears warranted to follow up on the impact of standards-based accountability training on pre-service teachers after they have entered the teaching profession. Further, empirical research appears warranted to investigate full implementation of standards-based accountability in field settings. (Contains 4 tables.)