This study evaluated the West Visayas State University Teacher Education Program Inputs and Products. The inputs included the objectives, curriculum, faculty, students, and resources. These were evaluated through confirmatory assessment made by randomly selected participants-informants composed of graduates, students, and faculty. The study ascertained the status and influence of the inputs in preparing teachers and determined the strengths and the weaknesses of the program. The descriptive survey method was used to obtained information from the data. The informants responded based on their observation and experiences, by rating a set of evaluation instruments. Frequency tabulation, percentages, ranks, and means were used to describe the inputs. Means were compared using the one-way analysis of variance. Results indicated that objectives were assessed to be well accomplished; curriculum,provided at a high level; faculty, excellent; students, above average; and resources, average. Overall input was seen to provide above average preparation for prospective teachers. Significant differences were found in the assessment of objectives, curriculum, students, and resources. No significant difference was noted in the assessment of the faculty. The strength of the program was identified in the faculty,curriculum, and objectives; the need to improve students' quality and resources was likewise identified. A follow up study was utilized to evaluate the program products composed of three hundred graduates of classes 1985to 1989. They were stratified and randomly selected to respond to validated instrument which assessed themselves as teachers. On a similar instruments, the immediate school supervisors of these graduates observed and rated their on the job teaching performance. The Pearson r and the test of significance for r were used to determine the correlation of the two ratings. To identify which dimension of teaching could best predict overall teaching performance, a step-wise multiple regression analysis was used. All tests of significance were set at .05 level in a two tailed test. The graduates were evaluated to have above average performance, with class 1985 leading. The BSEd graduates performed better than the BEEd graduates. Among the BSEd graduates, the Social Science and PHEM majors performed better than the other groups. Those who had concentration in Elementary Science and Health, and Elementary Mathematics performed better from among the BEEd graduates. When compared to graduates from other schools, 97.99% were evaluated to have better,best, and very best performance. There was a significant correlation in the self-assessment ratings of graduates and the supervisors' ratings, and finally, the best predictor of the overall teaching performance was found to be actual teaching.