The purpose of this study was to compare and contrast Professional Development School (PDS) and non-Professional Development School intern/student teachers' views at the end of their student teaching experiences in terms of their (a) perceptions of the knowledge and skills they perceived the Teacher Education Program (TEP) at the University of Tennessee at Chattanooga (UTC) helped them develop (b) perceptions of the educational opportunities provided them via the TEP, and (c) perceptions of the strengths and weaknesses of the TEP at UTC. Data was generated from a survey consisted of a scaled response mechanism (Likert scale) composed of a six-point rating scale in which the attitude of the respondent was measured on a continuum from strongly disagree to strongly agree. The survey was divided into three sections. The first asked respondents to evaluate the TEP at UTC in terms of the knowledge and skills they perceived the program helped them develop. The second section asked participants to evaluate educational opportunities offered via the UTC Teacher Education Program prior to the student teaching experience, and the third section allowed the respondents to identify three strengths of the TEP and three changes they would make to the program if given the opportunity. Data analysis of the Likert scale section of the survey indicated no significant differences in attitudes between the two groups, however larger percentage differences to questions taken from section two of the survey were examined as well as responses to section three. Responses to this section of the survey indicated that PDS participants perceived themselves to be better prepared than their non-PDS counterparts.