Research studies have yielded inconclusive results about the relationship between teacher training programs and student achievement. With the implementation of end of course exams as a graduation requirement in the state of Florida; continual need to fill teaching positions, rising student enrollment, and legislated class size limits; the level of student performance may become dependent on the type of teacher training. The purpose of this study was to determine if there was a relationship between teacher training and student performance on the end of course exam in Algebra 1. Algebra 1 end of course exam scores were collected from 790 students among 15 Algebra 1 teachers in one southwest Florida school district. Student gender, race/ethnicity, and socioeconomic status data were also collected to determine if these variables influenced student performance. Teacher variables were gender, race/ethnicity, college major, degree, teacher training program, certification, and years teaching mathematics and Algebra. Student data was stratified based on teacher training method: traditional program; alternative certification, and subject area testing. Frequency distribution, descriptive statistics, hierarchical linear modeling, Wilcoxon signed-rank test, Wilcoxon Two Sample test, and Kruskal-Wallis tests were conducted. There was no significant difference found on student's Algebra 1 EOC performance and type of training program of the teacher; or when comparing gender and race/ethnicity to mean test scores. There was a significant difference when comparing students on socioeconomic status. Lower socioeconomic status of student resulted in on average lower mean test scores. When comparing student performance based on teacher's major in mathematics or education mathematics major, there was no significant difference in the students' mean test score as well as no significant difference due to student gender, race/ethnicity, or socioeconomic status. The number of mathematics and educational methods courses taken by teachers showed no significant difference in mean scores. However, there was an increase in the number of mathematics courses females take compared to males. No difference was noted with teacher ethnicity. These exploratory findings replicate some of the previous studies on student achievement and teacher training programs which showed inconclusive findings. [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/en-US/products/dissertations/individuals.shtml.]