Elementary education faculty at this university embedded a Teacher Work Sample (TWS) performance-based assessment into the student teaching experience to assess candidates' ability to impact student learning as required by recent accreditation reforms. The authors conducted an internal evaluation of the TWS for the purposes of strengthening not only the capstone experience, but also all of the courses and field experiences that precede student teaching. This study examines quantitative and qualitative data gathered via surveys and follow-up semi-structured interviews with candidates and mentors. The results of the study indicate that while both candidates and mentors perceive the TWS as a positive tool, mentors had a significantly more positive view than candidates in several crucial areas. (Contains 3 tables and 1 footnote.)