The National Council for Accreditation of Teacher Education (NCATE) accredits more than half of the colleges of education in the United States. Several of its standards require teacher preparation programs to emphasize diversity in their curricula and to demonstrate that they are developing a professional environment wherein acceptance of varying worldviews can lead to enhanced teaching performance. How can an institution demonstrate that a prima facie commitment to diversity translates into teacher candidates who have acquired expected professional behaviors? The National Survey of Student Engagement (NSSE) asks freshman and senior students about their participation in programs and activities that colleges and universities provide for learning and development and about behaviors by students and institutions that are associated with desired outcomes of college. Indiana State University (ISU) analyzed teacher candidates separately from all other NSSE respondents at ISU. Analysis of NSSE responses reveals a significant difference between freshmen and seniors on self-reports, indicating that ISU enhanced their personal development with respect to diversity. This information alone does not demonstrate that the teacher preparation program is making a difference, but it goes a long way toward allowing ISU to make that inference because NSSE is nationally normed and externally validated.