This paper describes a collaborative approach to using general education rubrics as an additional assessment strategy to American Association of Colleges for Teacher Education members who are revising and sustaining their institutional and teacher education assessment programs. Faculty members from a rural, comprehensive private college in Nebraska have developed and are using ten rubrics: writing; critical thinking; heritage studies; cultural perspectives; mathematics reasoning; communication; community and leadership; health and wellbeing; liberal learning; and natural sciences. The paper presents information on: ways to use rubrics; the process for rubric development; rubric development criteria; strategies to build faculty commitment; collaboration between general education and teacher education; basic skills competence; and content knowledge. The paper concludes that using general education rubrics to document teacher candidate accomplishments of basic skills and content knowledge is collaborative, efficient, and effective, noting that the process of gathering assessment data, completing data analysis, and using findings to improve programs is both intensive and extensive. The rubrics are attached. (SM)