Instructional quality among English as a foreign language (EFL) teachers requires the identification and assessment of professional standards for the field. Although Quality Assurance, Outcomes Assessment and Accreditation may be understood within language teacher education programs, successful and sustained implementation of quality improvement processes largely remain elusive. This paper explores standards assessment in EFL teacher preparation programs in Turkey. Primary issues examined were: 1) awareness of instructors in EFL teacher preparation programs of standards assessment; 2) the degree to which the standards are assessed; and, 3) the degree to which assessment data is analyzed and acted upon. This study utilized the Instrumental Case Study combined with a mixed-method approach. Data was collected via survey and interviews. An internet-based survey was distributed to teacher preparation faculty members across Turkey. One-on-one structured interviews were conducted with instructors from EFL teacher preparation programs at public and private universities. Results indicate that despite relatively high levels of awareness among university faculty members and the standards established by the Turkish Higher Education Council, there is little evidence to suggest that assessment data is collected or acted upon.