The purpose of this study was to examine how novice teachers perceive their teacher preparation after reflecting on their initial year(s) as teachers. The theoretical framework of the study was rooted in David Kolb's Theory of Experiential Learning (1984). Kolb's theory provides a theoretical base to inform how knowledge can be created and transformed among novice practitioners (Sharlanova, 2004). When teachers and clinical interns engage in Kolb's Experiential Learning Cycle, they assume the role of researchers through reflection and assessment of their classroom practices and behaviors. Repetition of engaging in Kolb's Cycle allows teachers to construct knowledge that is adaptable and personally relevant to their professional growth (Hayward, 2000). The researcher studied the responses of 397 first- and second-year novice teachers from traditional, post-baccalaureate, and alternate route programs to determine how novice teachers perceived their preparation upon reflection. Quantitative data using a Likert scale survey as well as qualitative data using open-ended questions analyzed how participants perceived their preparation. The findings of this study indicate that traditionally trained teachers in university programs reported to be better prepared to teach in their novice years after transitioning from their preparation than post-baccalaureate and alternate route candidates. Traditionally trained teachers also reported that they were better prepared to reflect on their teaching practices to improve instruction than post-baccalaureate and alternate route candidates. The results of the current study advocate for teacher preparation programs to utilize experiential practices to foster the growth of their teacher candidates. [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.]