In this article, we present findings from a comparative study of 3 teacher preparation prototypes: traditional, university-district partnership, and district add-on programs. Samples of program graduates were observed during their 1st year of teaching using the Praxis III assessment. A larger sample completed a follow-up questionnaire assessing preparedness and efficacy, and a subset of them had principals submit ratings. On the observational measure, all teachers met minimum standards, but graduates of traditional programs outperformed their counterparts on several instructional criteria. By contrast, principals' ratings favored graduates of alternative programs, particularly partnership programs. These findings are discussed in terms of the distinction between formal and procedural knowledge, whereas differences between the 2 alternative pathways hint at the superiority of partnership programs or other alternatives with equally rigorous content.