The assessment of student learning has always been an integral element of the craft of teaching; however, contemporary demands for demonstrable student growth and teacher accountability have heightened the importance of this domain of professional responsibility. Additionally, there is evidence that many novice and experienced teachers tend to be relatively weaker in this domain as compared to other areas of professional practice, such as instructional planning, instructional delivery, and classroom management. This article describes an approach to developing the assessment literacy of teacher candidates in a nationally accredited, public university. A definition of assessment literacy and a conceptual framework for the foundational knowledge and skills of assessment literacy are presented and explained within the context of a focused, one-credit course for pre-service general education teachers. Evidence of impact is provided, as are limitations and cautions. The article concludes with grounded insights into the need to develop the assessment literacy of teacher candidates.