Most pre-service educator preparation programs spend little to no time properly educating their teacher candidates about working with advanced learners (Rinn et al., 2022). Is there any hope their graduates will be prepared to work effectively with high-ability students? To explore this question, we are evaluating how common tools used in undergraduate teacher preparation programs to evaluate students, completers, and the programs as a whole address advanced learners. Specifically, we seek to examine the constructs and processes of formative assessment and differentiation, as these are common ways general education practitioners claim to meet the needs of high-ability learners. Through this work, we aim to explore how well the current use of these assessment frameworks prepares teachers to challenge all students.