Our research examines the effectiveness of intake variables used by a Canadian post-degree teacher education program over the period of 3 years to select candidates for entry into the program. Using a mixed-methods approach, we compared intake variables (grade point average, written response, work experience, reference letters, academic preparation, and interviews) and ratings completed by faculty mentors after the completion of the school practicum (time spent in the classroom working with students and teachers in schools). After the practicum, these ratings were gathered on 14 program goals (e.g. classroom management, effective teaching practices, communication, and professionalism). In addition, qualitative analyses of university documents, rubrics as scoring tools, and focus group interviews with involved faculty were completed. Results over the 3 years revealed a great deal of variation that led to changes in intake variables and scoring tools. Discussion occurred around the different types of qualitative analyses, the types of mixed-methods designs available, and the importance of transparency.