Over the past several decades, federal and state governments, school districts and education leaders have invested significant resources to develop assessments and data systems to track student performance. Yet little attention has been paid to the importance of building the capacity of teachers in assessment so that they are prepared to use data on student learning to inform and improve instruction. As part of our "National Review of Teacher Preparation Programs", the National Council on Teacher Quality (NCTQ) is examining the extent to which teacher preparation programs train teachers to understand assessment data and use that data to make informed instructional adjustments. Our preliminary findings are cause for concern: At best, teacher preparation programs in this preliminary sample are providing limited training to candidates in the field of assessment and data use. As a result, schools end up employing teachers who lack the training necessary to make use of information increasingly at hand. (Contains 4 footnotes.)