Utilization-focused, process evaluations of university-based laboratory preschools in their associated role with teacher preparation programs are rare in current literature. The purpose of such studies is for administrators and instructors to acquire knowledge that would improve the instruction for students in teacher education programs. This paper describes a self-study evaluation undergone by a university laboratory preschool. The author used a theory approach logic model to illustrate the connections between educational theories and the undergraduate instructional activities designed to facilitate learning. Undergraduate students and laboratory school instructors were surveyed and interviewed. The data collected and the process of the evaluation itself were informative to instructors. Instructional activities were modified and the instructors continue to systematically reflect and improve upon their practice with the students in the teacher education program.