On December 3, 2014, the U.S. Department of Education released a draft of proposed new Teacher Preparation Regulations under Title II of the Higher Education Act with a call for public comments within 60 days. The proposal enumerates federally mandated but state-enforced regulations of all teacher preparation programs. Specifically, it requires states to assess and rate every teacher preparation program every year with four Performance Assessment Levels (exceptional, effective, at-risk, and low-performing), and states must provide technical assistance to “low-performing” programs. “Low-performing” institutions and programs that do not show improvement may lose state approval, state funding, and federal student financial aid. This review considers the evidentiary support for the proposed regulations and identifies seven concerns: (1) an underestimation of what could be a quite high and unnecessary cost and burden; (2) an unfounded attribution of educational inequities to individual teachers rather than to root systemic causes; (3) an improperly narrow definition of teacher classroom readiness; (4) a reliance on scientifically discredited processes of test-based accountability and value-added measures for data analysis; (5) inaccurate causal explanations that will put into place a disincentive for teachers to work in high-needs schools; (6) a restriction on the accessibility of federal student financial aid and thus a limiting of pathways into the teaching profession; and (7) an unwarranted, narrow, and harmful view of the very purposes of education.