Secondary teachers increasingly face student differences in ability, background, socioeconomic status, and language. One method designed to prepare future teachers for dealing with these challenges is the teacher work sample (TWS), which has been widely adopted by colleges of education as part of performance-based accreditation requirements. A significant value of the work sample project is the requirement for student teacher analysis of individual learner progress and reflection. In this study, through cross-categorical analysis, a selection of TWSs in different subject fields, developed as a culminating program experience, are examined. The following questions are the focus of the study: Do preservice teachers use the TWS in meaningful ways to promote engagement and learning of all students in their classes? How does the TWS inform the practice of future teachers? Recommendations for program improvement based on the examination of candidate work are suggested. (Contains 5 tables.)