Current pressure on education programs is leading to increased evaluation of course requirements. Alignment with national and state standards and demands for greater accountability are being reflected in teacher certification requirements and graduation proficiencies. There is a great deal of literature that identifies the need and value of geography education programs. This article describes action research that assesses pre-service teachers and two levels of graduate program candidates for geography proficiency. Results will be used to evaluate program content deficiencies and document areas where content courses need to be added or existing course content needs to be altered.
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