This study was conducted to identify characteristics of the most academically successful graduates of a teacher education program at the University of Alberta (Canada). Graphical data provide information about all of the graduates; tabular displays provide more specific information about those who graduated with distinction. For example, students graduating with distinction are more likely to be female than male; they include both young and more mature students; and students who are successful in the first year of the program continue this pattern in education and non-education courses throughout college. Implications of this data for teacher education programs, teacher educators, and collaborative partners in school districts, government, professional associations, and other faculties of the universities include the need to counter myths and negative publicity about the academic capabilities of prospective teachers; recognize diversity in gender, range of ages, program routes, majors, and educational history among outstanding students; and scrutinize teacher education programs for systematic barriers to success. (LL)