A central component of Praxis III: Classroom Performance Assessments is a set of proposed criteria that have been developed to assess the classroom performance of beginning teachers. This study surveyed 678 teachers from all grade levels to obtain their perceptions of the importance of these criteria. It was a follow-up of Powers (1992). The results support his finding that the aspects of teaching embodied in the criteria are important for the competent performance of beginning teachers. These two studies substantiate the relevance of the criteria for assessing beginning teacher classroom performance.