Validity evidence was determined for an instrument used at a state university to measure student perception of the institutionally stressed importance of various professional traits and his/her performance of these traits. Subjects were 87 preservice teachers at the end of student teaching. Scores from the institutionally stressed importance component of the instrument were correlated with scores from another instrument developed at a different university that was intended to measure the same construct. The same procedure was followed regarding students' perceived performance. Significant correlational coefficients of 0.82 and 0.78 between the instruments purporting to measure the same constructs provided supportive convergent validity evidence. The two constructs of each university's instrument were also correlated with American College Testing Program Assessment scores, with resulting correlational coefficients that provided evidence supportive of discriminant validity. Alpha reliabilities of 0.92 or higher supported the internal consistency of the two components of both measures. An exhibit presents the developed instrument. (SLD)