To date, the professional development school (PDS) preservice teacher preparation literature base is long on attitudinal analysis and short on comparative analysis of outcome variables. This article reports on a 2-year study comparing the lesson planning, teaching effectiveness, postlesson reflectivity, and content retention of professional teaching knowledge for teachers prepared at a PDS or campus-based program. The teaching outcome variables were rubric scored by experienced raters blind to participants' preparation program. Although the scores of PDS-prepared student teachers consistently trended higher than the campus-prepared cohort, no statistically significant differences were found. However, during the 1st year of teaching, PDS-prepared teachers scored significantly higher than campus-prepared teachers on teaching effectiveness. Potential explanations for the findings are provided.