A followup study of recent graduates from the undergraduate teacher education program at Bowling Green State University (Ohio) resulted in findings on their perceived needs, proficiencies, and what produced the indicated proficiencies. The subjects also evaluated their present attitudes toward teaching. In addition, the principal or department head of each graduate provided ratings of the graduate's on-the-job success. Analyses were made of 25 sets of scores or classifications derived from the approximately 400 practicing teachers and their principals who were initially involved in the study. Scores were related to teachers' academic ability, academic achievement, attitudes toward teaching, perceived needs, perceived proficiencies, evaluations of the various components of their teacher education programs, and the effectiveness or success of these teachers as rated by their superiors. Presented in this paper are findings resulting from analysis of the teachers' effectiveness ratings as provided by their principals, and analysis of the teachers' perceived proficiency scores and their attitudes toward teaching. Findings are presented in narrative and tabular format. A copy of the 7-page survey questionnaire, An Appraisal of My Preparation as a Teacher at Bowling Green State University, and a copy of the 3-page supervisor's questionnaire, An Appraisal of the Performance of a Teacher Prepared at Bowling Green State University, are appended. (JD)