This report summarizes responses to an 84-item survey completed by 536 of 994 randomly selected graduates of Michigan State University. The sample includes graduates of five teacher preparation programs (regular, cluster, and overseas student teaching, elementary intern, and competency-based four enrollment periods. The report also reviews responses to a 43-item questionnaire completed by 236 of the 269 supervisors identified by active teachers in the sample. The most significant findings include: (1) There has been a slight decline in the percent of graduates who secure teaching positions; (2) There has been a dramatic increase in the number who enter the profession as substitutes, paraprofessionals, or part-time teachers; (3) There are no significant differences among programs on any of the five subscales embedded within the surveys--self-ratings of performance, supervisor ratings of performance, supervisor ratings of commitment to teaching, graduate ratings of the contribution of student teaching to skill development, and general satisfaction with student teaching; (4) The turnover rate is highest among young, untenured teachers; (5) There are significant program differences on several specific items that focus on employment histories, attitudes, or personal characteristics; and (6) graduates are generally satisfied with the student teaching experience and view the opportunity to teach at more than one grade level or subject area as its most valuable subcomponent. An appendix provides examples of questionnaires, and a bibliography is also included. (Author/DS)