This paper presents findings of surveys completed by student teachers on their ability to prepare a teacher work sample, discussing potential program improvements arising from survey responses related to planning, assessment, and student learning, which are components of a teacher work sample, also sharing student teachers' perceptions of their preparation in using assessment to document impact on student learning. Student teachers designed units of instruction (teacher work samples), then identified and sequenced learning goals for a classroom of students which reflected state standards for learning; aligned instruction and assessment with learning goals to be accomplished; monitored the progress of each student toward those goals; adapted instruction to accommodate each student's needs; and meaningfully summarized and reported each child's progress. These work samples provided an organizing framework for evaluation, assessment, and reflection of a unit of instruction. Student teachers were specifically asked about decisions regarding teaching content and pedagogy, improvement of teaching methods, and uses of assessment data. The pre- and post-surveys and survey data are attached. (Contains 16 references.) (SM)