This study examines West Texas A&M University’s (WTAMU) development and implementation of teacher educator standards, focusing on their alignment with state requirements and the unique needs of rural educators. The research underscores the importance of establishing clear standards for teacher educators to enhance the quality and consistency of teacher preparation programs. The study involved a comprehensive review and synthesis of three established frameworks: the Association of Teacher Educators (ATE) Standards, the Teacher Educator Practice Framework from the National Center for Teacher Residencies, and the Texas Teacher standards (TEA). Using a mixed-methods approach, data was collected from 29 teacher educators via surveys, focusing on their perceptions of the standards and a self-evaluation of their proficiency. The analysis included calculating Cronbach’s alpha for internal consistency and employing a pre-trained language model for semantic similarity among standards. The results indicated high internal consistency across all standards and identified areas of strong semantic similarity. The findings suggest that well-defined standards can significantly contribute to the professional identity and efficacy of teacher educators, ultimately enhancing the quality of education in rural settings. This study advocates for a structured approach to developing teacher educator standards that are contextually relevant and collaboratively formulated.