Three groups of teacher education graduates--current teachers, former teachers, and those who never taught--were asked to rate the effectiveness of their training, i.e., knowledge base. Significant differences in several domains were found across these three groups as well as for elementary majors and secondary minors within the groups. Domains showing differences were: content knowledge, general and content pedagogical knowledge, knowledge of educational goals and values, and knowledge of educational context. Implications for program evaluation and modification are discussed. Copies of the quetionnaires are appended. (JD)