This report from the National Academy of Education examines the evaluation of teacher preparation programs (TPPs) in today’s landscape, focusing on four key areas. First, national and state policy authorities establish broad goals and incentives that shape the design of TPPs. Second, professional standards-setting organizations and various stakeholders play a significant role in evaluating TPPs by influencing their frameworks, creating metrics, and determining priority areas for inquiry. Third, the authors explore the impact of evaluation models that require tailored criteria to ensure TPPs can effectively apply them in daily practice. Finally, the report highlights the need to reexamine all aspects of TPP evaluation to include strategies that address equity and social justice.