Graduates of professional preparation programs in special education are followed up in order to know about the status of professionals who completed their training in programs receiving federal support from the Office of Special Education Programs Division of Personnel Preparation. This bulletin discusses graduate follow-up precondition criteria developed by the National Council on the Accreditation of Teacher Education (NCATE) and by learned societies that hold institutional membership in NCATE. NCATE has developed broad criteria in the areas of relationships with graduates and relationships with schools. Criteria developed by the Council for Exceptional Children, which is the learned society for special education, focus on continuing interaction with consumers and student involvement in curriculum decision making. An association is made between the NCATE requirements and the learned society's guidelines, to assist those engaged in the accreditation review process. Methods typically used to collect follow-up data include interviews with graduates, supervisors of those graduates, school and human services administrators who employ those graduates, and other relevant community professionals. Questions posed usually focus on: adequacy of program of study; professional development; continuing institutional support; reactions to graduates; and continuing relationship to institution, school, and community. The paper concludes that the information base on the follow-up of graduates of professional education programs is scant, but some promising suggestions of ways in which colleges and universities might follow up on their recent graduates can be found in recent literature. (Contains 17 references.) (JDD)