Initial certification programs specify expectations or experiences of their teacher candidates both before and after admission. Typical prerequisites to admission include academic program, test scores, course work, or assessment of professional performance. Criteria for retention after admission often consist of academic performance or mastery of competencies. This paper addresses criteria that are most commonly recognized as subjective, nonacademic expectations. A survey of 58 American Association of Colleges for Teacher Education member institutions was piloted to determine the reasons an institution would counsel a student to drop out of the education program. The survey identified 19 nonacademic items representing personal, behavioral, physical, and legal issues or situations reported to be related to "counseling out." Schools reported whether or not an item was assessed in their program as well as whether it was considered before or after admission. Among the top five rankings were physical exceptionalities and grooming. Behavioral and legal conditions ranked in the middle among the schools. Personal circumstances constituted the final items in all schools. Appendices include the survey instrument and tables displaying some of the data. (JD)