This analysis illustrates how alumni survey research can assess outcomes for graduates of master's degree programs and also be responsive to program goals, policy concerns of administrators, instructional values of the faculty, and standards of professional practice. Issues related to survey design and analysis are discussed, based on a study of 347 (a response rate of 64%) alumni of master's degree teacher education programs at a large northeastern university. Consideration is given to the design of the survey, which initially involved factor analysis of questionnaire items relating to graduates' evaluation of the program and their reported professional challenges. Attention is directed to the eight scales which were constructed after internal consistency and reliability were established; six scales covered program evaluation and two concerned professional experience. Faculty perspectives on student outcomes and professional accreditation standards were used to design three survey questions. Selected results are presented which confirm the impact of satisfaction with courses, perception of intellectual challenge, and the quality of professional preparation on graduates' overall evaluation of the program and on their reevaluation of their choice of the particular program. (Contains 16 references.) (SW)