A survey of 23 Canadian schools of education investigated the French language competence of student enrolled in core and immersion French language teacher programs. The questionnaire developed for the study inquired about the native language of the students, methods used to sensitize non-francophone students to francophone culture, and strategies in place for evaluating and improving linguistic competence. Results indicate that francophones constituted about one-third of the enrollees, and anglophones almost 60 percent. Francophones were more likely to attend French-medium or bilingual institutions, and anglophones were more likely to attend English-medium institutions. Only five institutions required students to participate in a French- language immersion program, and the programs ranged from three weeks to one year long. English-medium institutions were less likely to require a specific French language competency level than were bilingual or French-medium institutions, and qualifications of students enrolled reflect this difference. Findings on the evaluation of students' written and oral language competence (pre-qualifications, academic records, and entry and exit testing, types of language skill assessed) are also detailed. Contains 13 references. (MSE)