This paper describes the transformation of Idaho State University's teacher education program in response to various initiatives regarding educational change. The transformation process involved framing a standards-based preparation program. Developers created a Core Standards for Beginning Teachers that established exit outcomes for prospective teachers. The transformation process incorporated a multifaceted assessment system linking teacher candidate performance to P-12 student learning. It was based on the concept of assessment as learning. The assessment approach incorporates traditional testing plus performance tasks and self-assessments completed in simulated and authentic contexts, emphasizing externality. An important part of the assessment is program assessment involving both practice and scholarship to support ongoing improvement and demonstrate accountability. This paper describes the teacher education program admission interview and discusses adaptation of the Teacher Work Sample Methodology for assessing teacher candidates' effectiveness in fostering student learning and for evaluating the teacher education program. It explains how the assessment links to program coursework, and describes the development of close ties with regional public schools and teachers. Finally, it highlights the creation of the teachers-in-residence program to assist in the transformation of teacher education. Challenging aspects of the transformation process are discussed. (Contains 13 references.) (SM)