The preparation of secondary teacher candidates through traditional (n = 13) or alternative (n = 15) options did not statistically significantly impact knowledge, skills or dispositions. Results for content knowledge, as measured at entrance to the program based on the Pre-Professional Skills Test, indicate that candidates who entered the traditional secondary teacher preparation program begin their studies with measured content knowledge in reading, writing, and mathematics that was congruent with the content knowledge of post-baccalaureate candidates who entered the alternative secondary teacher preparation program. Furthermore, content knowledge, based on cumulative grade point averages calculated upon completion of all content area coursework in the arts and sciences' discipline just prior to student teaching results indicated that traditionally prepared candidates entered the student teaching experience with an overall measured cumulative grade point average that was congruent with the alternatively prepared candidates. The traditional candidates' cumulative grade point average, 3.39 was 0.39 mean points above the cut score of 3.00 for admission to graduate school. The alternative candidates' cumulative grade point average, 3.42 was 0.42 mean points above the cut score of 3.00 for admission to graduate school. Traditional and alternative candidates had congruent mastery of required content knowledge in subject matter and successful course completion for both groups of candidates as they begin their student teaching capstone experience. The overall pretest-posttest results for traditional and alternative candidates' initial mid-term student teaching evaluation ratings compared to final student teaching evaluation ratings of teacher effectiveness based on cooperating teacher judgments, indicated statistically improved in all six domains: knowledge base, instructional skills, assessment and evaluation skills, classroom management skills, communication and interpersonal skills and disposition/professionalism. The overall pretest-posttest results for traditional and alternative candidates' initial mid-term student teaching evaluation ratings compared to final student teaching evaluation ratings of teacher effectiveness based on university supervisor judgments, indicated statistically improved in five of the six domains. Positive statistical growth of this magnitude suggests real world mastery of teaching effectiveness based on the observations of cooperating teachers and university supervisors. Finally, the overall, observed levels of fulltime teaching employment six months after program completion for traditionally (85%) and alternatively (73%) prepared candidates represents a commendable level of employment for both groups. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]