Using a case study format, this paper examines and assesses the method of selecting applicants for admission to the bachelor of education program at Queen's University, Ontario, and relates this selection procedure to teacher performance following graduation. The class of 1971-72 serves as the focus of this study because of the extended and structured methodology used in its selection. Applicants were interviewed by a panel consisting of a faculty member, a student, and a practicing administrator or teacher. By reviewing the selection procedures, practice teaching experience, principals' ratings of teachers from the sample, and related employment data, the authors trace statistically significant correlations between selection and performance. They find that the data do not support any definite conclusions, although some weak correlations are identified, and recommend value-oriented studies in which educators generate explicit criteria for evaluating effective teaching. (Author/WD)