The deans or department chairs of the 46 state-approved schools and departments of education in North Carolina were surveyed to determine the impact of the state-imposed regulations on their program development and implementation efforts. The respondents were asked if the state-imposed rules and regulations governing teacher education programs made it difficult for institutions to offer the kinds of programs they wished to provide, restricted creativity, caused difficulty in curriculum development, or caused other specific administrative problems. The regulations were those involving program approval standards, accreditation review processes, and certification requirements and procedures. Some major findings were: (1) the more rigorous screening of candidates for admission to teacher education has resulted in significant improvement in the academic quality of teacher education students; (2) the currently used outcome measures of program quality (70 percent passing rate on the NTE exit tests and the 95 percent success rate of graduates in the Initial Certification Program) are generally perceived to be positive; and (3) among the standards for state program approval, the SDPI competencies and guidelines for specialty areas and professional studies were considered to have had a positive impact. One conclusion reached was that many reported difficulties with the regulations are related to the perceived burdensomeness of the process rather than disagreement with the criteria. Appendixes provide copies of the cover letter and survey instrument mailed to respondents. (LL)