Given the recent movement toward standards-based education there is a heightened need for teacher competency in the area of assessment and evaluation. However, despite demands for teacher assessment literacy, there are few instances of mandatory assessment courses in preservice teacher education programmes. Further, there is generally a lack of research guiding the development of effective assessment curricula for initial teacher learning in this area. This study presents one institution’s response to developing an assessment curriculum for approximately 700 preservice candidates. The paper traces the curriculum development process from its initial research to its third year of implementation. Specific attention is given to shifts in content and pedagogy over this three-year period as informed by findings from ongoing course evaluations as well as identification of the challenge facing assessment educators.