A sequence of selective/retention steps are described which are used to reduce the number of student teacher "wash outs" in the Wright State University (Ohio) school of education. (1) A 2.25 grade point average (out of 4.0 points) is required for admission to the school, and an entry level grammar/composition test, which identifies at the beginning of the sophomore year those students needing additional remediation, is given. Entry level sophomore students remain in the program for three quarters, with a mentor who serves as instructor, advisor, and observer. At the end of the first quarter, a mentoring conference provides feedback to the student regarding academic work, affective qualities, and professional attitude. A faculty member may request, at any time, a "concern conference" about a student on the basis of academic or professional concerns; a student who collects three unresolved concerns may be advised out of the program following appropriate due process procedures. A recheck on grade point average, appropriate test scores, and course prerequisites is conducted prior to student teaching. Rigorous application of minimal competency standards is maintained during the student teaching experience. Extension of time from 2 weeks to a full quarter is required of students who need additional time to attain standards. Accompanying appendices detail these procedures and the forms used in working with the students. (JD)