Throughout the semester-long internship, interns are provided the opportunity to discuss various teaching-related topics with their cooperating teachers (CT). These topics should be related to the various Standards for Initial Preparation of Physical Education Teachers since it is knowledge that “reflects consensus among experienced physical educators at all levels as to what teachers need to know, believe, and be able to do” (NASPE, 2001, p.1). Following a study showing the importance given to the various Standards during an internship (author, 2006), changes were made to the evaluation forms to better integrate the Standards. The purpose of this study is to determine the impact of the integration of the Standards on the various forms used by CTs. A comparison analysis of forms completed before and after the modifications will be used. Alumni (N=29) that graduated prior to modifying the forms, and for whom an email address was available, were contacted and asked to provide the evaluation forms from their internship at both the elementary and secondary levels. Eight responded positively and arrangements were made to obtain the documents. Some alumni had both sets of forms (elementary and secondary) while others had only one. A total of 13 sets of evaluation forms were obtained. All students (N=7) enrolled in the Spring 2006 internship agreed to have their evaluation forms photocopied at the end of the semester, thus providing 14 sets of the new evaluation forms. This presentation will focus on the content of two of the three questions found on the Bi-Weekly Progress Report; content that was divided into units of analysis. The Alumni data set had 222 units, while 274 units were analyzed for the Class of 06. Results show that for the two most dominant Standards (4 and 6), the Class of 06 had less Management and Motivation content (37.6% vs 43.7%), but more Planning and Instruction (24.8% vs 18.9%). Standards 3, 5, and 10 show an increase in the percentage of units dedicated to them, however, the increase is less than 2%. All Standards but two (4 and 6) have less than 10% of the units; four are under 5%. These results show that some Standards are still slighted by the CTs, indicating a need to stress the importance of addressing the less popular Standards by using additional means of communication.Keyword(s): college level issues, professional preparation, research