This dissertation takes an ecological perspective by focusing on the interactions of program features, setting and people to examine factors in how teachers develop knowledge of special education and teacher practices, using a large graduate level special education preparation program for study. Scores on state teacher licensure tests are used as the measure for candidate knowledge in a statistical study of existing program data relating to candidate background (new to education or already certified), traditional or alternate route field settings, admissions grade point average, ethnicity, gender, cumulative hours and courses to predict candidate test scores. In a mixed methods approach, these data are combined with a qualitative component that explores candidates' perception of their individual knowledge trajectories. The findings extend the literature on traditional and alternate route teacher preparation programs, licensure testing, and disproportionality, and provide direction for program improvement recommendations to enable candidates from a variety of backgrounds to become knowledgeable and effective special educators. [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.]