An evaluation of the Dip. Ed. programme (2004-2009) using fourth generation methodology revealed the expectations, claims, concerns, and issues of stakeholders; including Ministry of Education (MOE) personnel and (School of Education) SOE staff, who were concerned that graduates of the programme reverted to practices employed before training. In response to that evaluation, this research investigates the current status of Dip. Ed. graduates’ practice. A convenience sample of graduates who had been awarded a Grade A or B + in the practicum in two curriculum specializations —  foreign languages (FL) and science, was selected. The participants were each observed at least twice and assessed against the same criteria used during their year in the programme. Data analysis revealed that the graduates’ practice provided evidence of the use of lesson planning skills, classroom management, and some of the teaching strategies highlighted by the programme. However, some other salient aspects of the Dip. Ed. experience, such as the use of context in FL teaching, and a focus on developing higher-order thinking at all levels of the secondary system (science and FL teaching) were not featured in the classrooms observed. Classroom organization for both FL and science education was essentially traditional with whole group teaching as the preferred approach. The implications of the findings for review of the Dip. Ed. programme are discussed.