The purpose of this paper is to: (1) examine the research base on three types of assessments currently collected in some states and by some institutions of higher education (IHE); and (2) consider the degree to which these assessments can be used to evaluate the effectiveness of programs preparing teachers to work with students with disabilities. The authors present a synthesis of available research about teacher preparation and effectiveness along three domains: (1) student-learning outcomes; (2) measures of classroom practice; and (3) ratings of educator effectiveness by supervisors. They explore the current state of research evidence related to measurement in each domain along with some critical considerations for use in evaluating teacher preparation programs. Specifically, they discuss the current status of research examining the indicators' technical adequacy and potential uses in both the formative and summative evaluations of teacher preparation for working with students with disabilities. Each section concludes with a description of issues relevant to assessing preparation for teaching students with disabilities.