Teacher education programs play a crucial role in preparing teachers for their future assessment roles and responsibilities, yet many beginning teachers feel unprepared to assess their students' performances (Mertler, 2009). To address concerns related to the relevancy of pre-service assessment education, this study examined 57 syllabi from assessment courses offered by 14 Western Canadian teacher education programs. Content analysis revealed trends related to the scope and nature of assessment education in terms of intended learner outcomes, instructional topics, teaching mediums, and assessment strategies. Implications for informing how initial teacher education programs go about preparing pre-service teachers for their future assessment roles and responsibilities are discussed.