Teacher preparation programs need evidence that is useful for accountability and continuous improvement, yet no single measure can adequately represent program quality. This descriptive program evaluation examined stakeholder feedback from a university-based teacher preparation program in the rural U.S. Southwest. Teacher candidates responded to a Qualtrics survey across three administrations conducted between fall 2023 and spring 2025, and 25 employer respondents representing 17 schools completed the employer portion of the Qualtrics instrument. Both groups responded using seven-point Likert-type response options. Employer ratings across 14 professional competencies ranged from 6.17 to 6.83, and 90% of responses to the overall satisfaction item indicated satisfaction with program graduates. Candidate ratings were also favorable: clinical-experience and support ratings ranged from 5.60 to 6.70, instructional-readiness ratings ranged from 6.27 to 6.87, and faculty-support ratings ranged from 6.13 to 6.37. The highest candidate rating concerned lesson planning, whereas comparatively lower ratings concerned seminars, cohort meetings, and communication with families. Employer ratings identified reflective practice and acceptance of constructive criticism as relative growth areas. Because the evaluation relied on self-report data, summary-level descriptive statistics, and a single institutional context, the findings should be used to inform local improvement rather than to support causal claims. The study demonstrates how candidate and employer feedback can be used together to identify both program strengths and actionable priorities.