The purpose of this study was to determine the adequacy of the preparation provided by the teacher preparation program at Washburn University (Kansas) relative to the competency of assessing and interpreting student progress. Answers were sought to the following questions: (1) How does the student teacher evaluate his/her competence in regards to assessing and interpreting student progress? (2) How does the cooperating teacher and the university supervisor evaluate the student teacher's performance relative to this competency? (3) How does the ex-student teacher, now as a first-year teacher, evaluate his/her performance in this competency? and (4) How does the school principal evaluate the performance of the first-year teacher with regard to this competency? The sample consisted of 32 undergraduates certified to teach in the fall of 1984 and 42 certified in the spring of 1985. The evaluative instrument used identified three areas of competency: professional, instructional, and interpersonal. Data thus obtained were tabulated and analyzed, and the qualitative results were expressed through descriptive and inferential statistics. This research found the greatest probability level for significant differences to be between mean values of the earlier university supervisor's evaluation of student teachers and the evaluation applied by these same undergraduates as first-year teachers. The null hypothesis of no significant differences was not rejected but retained. The survey instruments, graphs of mean values, and percentile rankings of mean values are appended. (MAC)