This study analyzes the case of the United States, wherein teacher education programs have been systemically accredited, in order to draw implications for Korea. To this end, an evaluation system analysis framework (system background, enforcement agency, certification process, and certification standards) was established, and the certification system of the Council for the Accreditation of Educator Preparation (CAEP) was analyzed based on this framework. The analysis results show that the current certification system for US teacher training programs follow the flow of data-based, performance- oriented education reform, and that CAEP established accreditation standards in connection with external standards and in cooperation with external organizations. Moreover, by setting the accreditation period as 7 years, the education programs can be operated with the goal of improving the program quality from a longer-term perspective. Thus, the competency diagnosis of teacher education institutes in Korea must include the performance of graduates in the indicators. The method for quality management must be materialized by a major field. Moreover, to ensure the predictability of the teacher education institution for the competency diagnosis, it is necessary to pre-announce the diagnosis period and diagnostic indicators before a specific period (1 year).