This paper focuses on what constitutes ethical-based practices in assessment and student evaluation. Pre-service teachers in education foundations classes responded to a survey in which they marked whether they perceived that the actions of an educator in evaluation scenario were ethical or unethical. Respondents had high agreement on the ethicality of 53% of the scenarios and had high disagreement on 17% of the scenarios. In a separate analysis, the results of chi-square tests that compared the responses of elementary and middle/secondary program pre-service teachers found significantly different responses on the ethicality of 17% of the scenarios. A higher percentage of elementary pre-service teachers deemed a scenario as ethical than did pre-service teachers in the middle/secondary group. The survey instrument served as both a data collection tool and a catalyst for learning about and teaching ethicality. The findings suggest the need for teacher preparation programs to explicitly address ethical conduct with pre-service teachers, including the provision of ongoing discussion and reflection throughout and beyond the programs. (Contains 2 tables and 3 notes.)