It has been said that "You can't teach today's students with yesterday's materials, and expect them to have success tomorrow" (Teacher Librarian, March/April, 1999, p.34). It is indeed becoming a technological world, and the preparation of our preK12 students for the challenges of tomorrow no doubt demands a teacher preparation program that takes full advantage of educational technology. But how do we know when pre-service teachers are achieving the backgrounds they need in educational technology through our programs? A good assessment process within teacher preparation programs would seem to be a key. This paper will overview and describe a variety of new assessment strategies being used at the 17 teacher preparation institutions participating in the Nebraska Catalyst grant. It would appear that there are already many informal survey instruments in current use by institutions of higher education (IHEs) that attempt to get a sense of the success of their educational technology preparation of pre-service teachers. In fact, one might estimate that there are almost as many instruments as institutions. However, more rare, are instruments that have been systematically developed, aiming at reliability in administration and validity based on standards such as the International Society for Technology in Educationís National Educational Technology Standards. To develop an multi-institutional resource kit of such careful instrumentation was a major goal of the Nebraska Catalyst Project, a grantee of the Preparing Tomorrows Teachers to Use Technology project. The range of efforts and strategies undertaken by our institutions is quite interesting, and includes a variety of institutional approaches, including performance/portfolio, self-report, and classroom observation. This evolving resource kit of instruments will be overviewed in the paper. Two particularly well validated instruments will also be featured and described in more depth: a Technology Ability Perception Self-Report Instrument (TAPSI) and the Classroom Technology Observation Instrument (CTOI). TAPSI is an online survey that has been developed by administration to pre-service teachers at three IHEs in Nebraska. The CTOI is an instrument which can recorded on handheld computing devices used by supervisors of student teachers. Both instruments are solid examples of using technology-based data collection to assess the educational technology preparation of pre-service teachers, as well as instruments that are compatible with helping an institution examine its teacher education program related to educational technology. Finally, the paper will also describe the successful online formats of the instruments being developed by these 17 partner institutions, and how these formats are linking carefully to various target standards for pre-service education, such as those from ISTE. In essence, these new instruments are beginning to help us ensure that Nebraska institutions will indeed be "on-line" and "on target" as they strive to help teachers prepare students effectively for their educational futures.