Research was reviewed that addressed the question: Is type of teacher education related to student performance? Major findings were: (1) teachers with master's degrees were rated as more effective by supervisors and had higher levels of student achievement than teachers with bachelor's degrees; (2) supervisors rated college of education graduates more highly than graduates from liberal arts; (3) teachers who earned more credit hours in professional education obtained higher ratings from supervisors and had higher student test scores than teachers with fewer credits; (4) number of credit hours taken by teachers in academic subjects was reflected in their students' achievement; (5) teachers with higher grade point averages and higher scores on tests in the subjects they taught had higher student achievement; (6) the National Teacher Examination was not a good predictor of either teacher performance or student achievement; (7) teachers' grade-point average tended to be a more stable predictor of teacher performance than teachers' scores on a single test; and (8) teachers meeting certification requirements received higher supervisor ratings and had higher student achievement than teachers who did not meet certification standards. Methodological weaknesses in the studies were identified, and a design for future research using causal modelling was proposed. A 12-page reference list and tables summarizing the research studies under various headings are appended. (Author/AA)