One of the important rationales for the development and implementation of a rigorous classroom-based measure of preservice teacher quality is that such a tool will provide new sources of data that are highly relevant to the task of improving programs of teacher preparation. However, research on data utilization within organizations from a variety of disciplines makes it clear that even when relevant and useful data are available, they are often not used for decision making. We studied three "high-data-use" programs from among the 32 California institutions implementing the Performance Assessment for California Teachers (PACT) to identify organizational practices associated with the use of PACT data for program improvement. We describe practices within and across these programs that were identified by informants as important to their success in using teacher performance outcome data to make decisions about program renewal and improvement. (Contains 2 footnotes.)