This study investigated the criteria for admission to teacher education at 50 undergraduate universities accredited by the National Council for Accreditation of Teacher Education (NCATE). These universities varied in geographical location, public and private affiliation, and size of student enrollment. The study analyzed and evaluated admission criteria in light of recent educational reforms that call for higher standards and more qualified candidates, in order to ascertain whether the universities had actually implemented more demanding performance based criteria for teacher candidate selection. The study employed the qualitative and quantitative analysis of data drawn from university published materials, telephone inquiries, teacher-education and public school teacher interviews, and surveys of the dean, department chair, or director at the 50 universities. The study disclosed: (1) a general lack of consistency in requirements for admission to teacher candidate programs at the university level; (2) a need for qualitative measures to evaluate admission candidates; and (3) a need to modify initial screening and ongoing evaluation of teacher candidates. (Contains 19 references.) (MAH)