The role of expert judges in establishing the content validity of the National Teacher Examinations (NTE) was examined in a detailed study. The NTE are used in 22 states for screening applicants to teacher education programs and/or for screening candidates for initial teacher certification. Such extensive use of the NTE has stimulated 35 recent validation and standard-setting studies of the tests. Most of the studies have sought the judgments of experts concerning the relevancy of the tests to success in a teacher education program or to success as a beginning teacher. This study assessed characteristics and selection of judges, data collection procedures for judgment panels, validity of judges' instruction concerning student opportunity-to-learn assessments, judges' attitudes toward the uses of the NTE, and their personal confidence in their judgments. This paper reports results only for the seven multiple-choice subtests that compose the communication skills and general knowledge tests of the NTE. In this study, 82 college/university teachers and 37 public school teachers assessed the NTE communication skills subtest, and 87 college/university teachers and 39 public school teachers assessed the NTE general knowledge subtest. Results indicate that: (1) 21% of the judges did not agree that applicants should be screened at all; (2) 72% of the judges felt that tests should be validated prior to use; (3) assessments of the relevancy of examinees' opportunity to learn the content of the NTE were generally positive; (4) the science subtest was rated the lowest with respect to relevancy; and (5) judges were generally confident about their judgments. Seven data tables and three bar graphs are provided. (TJH)