This paper deals with three components of the quality control process in teacher preparation: certification, competence, and assessment. Each component is described in terms of its types and uses; then they are discussed as conglomerates to describe various systems in operation. This is done by a review of procedures in selected states and a summary statement on the advantages and disadvantages of the various processes. Two of the difficulties cited are the problem of assessing intangibles such as affective factors and those which make a good teacher-student relationship, and the need for more clarification on competency-based teacher training programs and consequent assessment. The third section of the paper deals with certification, competence and assessment in terms of future training and assessment. Here, the competencies identified are professional identity, cultural and international awareness, consumer research orientation, and curricular diversity. The paper concludes with several recommendations to the profession in regard to competency, and suggestions about certifying native speakers of uncommonly taught languages so that these languages may become part of the U.S. secondary school curriculum. (AMH)