In 2017, all ten Higher Education Providers (HEP) delivering Initial Teacher Education (ITE) in Queensland and being members of the Queensland Council of Deans of Education (QCDE) collaborated with the Queensland Tertiary Admissions Centre (QTAC) to develop an instrument as partial requirement for selection to meet national standards for program entry. The instrument is known as the NARTE (Non-Academic Requirement for Teacher Education). The original NARTE required aspiring teachers to produce two written statements to demonstrate their motivation and personal capabilities for teaching. According to AITSL, the key non-academic capabilities associated with successful teaching identified in the research are: motivation to teach; strong interpersonal and communication skills; willingness to learn; resilience; self-efficacy; conscientiousness; organisational and planning skills. The NARTE was administered and assessed by QTAC at the point of application for a teacher education program in 2018. In 2020 the NARTE was modified by QTAC to include a ranking exercise, and this was completed by all aspiring teachers alongside the personal written statements. The ranking exercise mirrored requirements of the written exercise, with applicants required to determine the extent to which they agree or disagree with particular statements. The QCDE conducted this research to investigate aspiring teachers’ perceptions of the NARTE. An on-line survey was created by the QCDE. First year preservice teachers commencing ITE programs at their respective HEP were invited to participate. Data were collected over three years of intakes (2018, 2019 and 2020). The study yielded a total of 950 responses comprising 335 in 2018; 258 in 2019; and 357 in 2020. Of the 950 respondents, 75% identified as female and 25% identified as male. Each HEP sought participation in a range of ways so response rate is not representative of total population of new entrants to ITE programs. It must also be noted that as a new entry requirement in 2018, the 2018 cohort would have had no prior experience of the NARTE. Responses were categorised by age, with categories of <17 years of age, 18-21 years, 22-30 years, 30-39 years, and 40+. These age demarcations were used to evenly allocate responses to age categories.