This paper describes the development, implementation, and results of a 3-stage model of program assessment for teacher education. A survey instrument of 46 items was developed utilizing Loadman and Gustafson's National Database for Teacher Education. Data were derived from a telephone interview survey of 201 out of approximately 400 recent teacher education graduates of Indiana University at South Bend to assess their perceptions of the adequacy of their training both in general education and in professional preparation programs. The study involved: comparisons of results to those reported in a national survey; analyses to reveal changes across time and demographic dimensions; and a factor analysis of the survey items in an effort to assess the program and refine the conceptual framework of the instrument. Consistent with previous studies, results indicate more positive evaluations from more recent graduates and from graduates who have never taught. In addition, although initial intuition in this study suggested three item categories, the data collected suggested a more informative conceptual framework composed of at least six factors that seem to correspond to curricular blocks of courses (professional skills, general professional knowledge, specialized professional knowledge, humanities, educational foundations, and mathematics/science). The factor structure appears to be well suited to identifying relative strengths and weaknesses in teacher education programs. Findings are displayed in two tables and four bar graphs. (Contains 10 references.) (LL)