The Council for the Accreditation of Educator Preparation (CAEP) requires teacher preparation programs in the United States (US) to document their ability to produce teachers who can effectively promote the learning of a diverse P-12 student population (CAEP, 2013). To meet CAEP accreditation standards, leaders of teacher preparation programs are required to use multiple measures to document and report teacher candidates' learning attainments. Among others, CAEP reviewers accept surveys as an appropriate measure to evaluate program effectiveness. The purpose of this study is to examine considerations related to the use of surveys to effectively measure teacher candidate dispositions towards culturally responsive teaching practices. Study findings identify key factors associated with the use of survey data to guide programmatic and accreditation decisions.