A common belief among teacher educators is that different academic backgrounds may influence student entry level and rates of matriculation through the curriculum. This report describes a study using a "pretest/posttest" method to evaluate student academic progression, and to determine variance in scores between two groups of graduate students (n=32) of dissimilar undergraduate academic background: those with undergraduate Liberal Arts and Sciences degrees (n=22), and those with undergraduate Education degrees (n=10). The purposes of the study were: (1) to determine strengths and weaknesses regarding academic gain in three areas of course content--accountability, curriculum, and methodology--by students enrolled in an advanced graduate methods class, and (2) to determine levels of variance in pretest/posttest scores of these students grouped according to EDND (non-degree or alternative post-baccalaureate certification) and MADS/MCSE (traditional) graduate classifications. Analysis indicated that 82 percent of the EDND students had one or more years of teaching experience; 91 percent had previously taken one or more graduate or undergraduate methods courses while working toward certification. Pretest questions indicated no significant variance between the two groups in any of the three areas of course content. Responses of the two groups to posttest questions again indicated no significant levels of variance. There was, however, a significant gain in acquisition of course content in the three areas. The EDND students had an average 30 percent reduction in the number of incorrect responses, and the MADS/MCSE students had an average 24 percent reduction in incorrect responses. (ND)