The recently mandated, National Council for Accreditation of Teacher Education (NCATE) electronic submission format poses a significant challenge to teacher educators charged with compiling a program report for the purpose of securing national recognition from NCATE. The program report guidelines stipulate that compilers may use a maximum of only eight assessments to cover the ten NASPE/NCATE beginning teacher standards. Given that there are more standards than available assessments, program report compilers must get maximum "mileage" from each assessment. Hence it becomes important that compilers are able to identify the critical components of each standard in order that assessments can be focused and specific to the most salient outcomes within each standard. The article examines each standard to find the meanings of outcomes that are crucial for reviewers. While all outcomes are important, the article highlights those outcomes within each standard that best inform reviewers of program effectiveness. Justification for focusing on some outcomes more than others is drawn from the teaching-effectiveness literature as well as from shared discussions among lead reviewers relative to the process of physical education teacher education.