This article examines data from nine statewide administrations of the Idaho Comprehensive Literacy Assessment (ICLA) over three-years. The ICLA measures pre-service teachers' knowledge of research-based content and pedagogy related to reading instruction and assessment. The purpose of this article was first to examine pre-service candidates' performance on areas of literacy knowledge. Candidates scored highest when matching literacy terms to definitions; they were mildly less successful matching terms to descriptions of research-based instructional activities; moderately less successful when asked for words containing specified phonic patterns from a passage; and least successful when addressing essay-formatted scenario questions. Idaho literacy instructors have used this information to inform them of their teaching effectiveness. A second purpose of this article was to highlight the challenges and benefits for faculty and programs interested in adopting a similar testing model. The article also points out the organizational and political constraints that can delay adoption and use. (Contains 4 tables and 2 figures.)