This paper describes 10 factors that impact misguided perceptions of teacher preparation and teacher quality, especially elementary teachers prepared in highly-structured, university-based teacher preparation programs: (1) the offshoot of P-12 preparation, prior to attending postsecondary programs; (2) alignment of certification tests to state mandates for teacher preparation (i.e., legislated courses and content versus state or national certification tests); (3) student achievement test scores (i.e., children in grades K-6) as a way to assess the quality of teacher preparation and then holding the teacher preparation program responsible for those test scores; (4) aggregated test score data required through Title II; (5) hiring practices of school districts (i.e., the number of teachers who are uncertified, temporarily certified, or teaching out of field); (6) state and national regulations and policies governing teacher preparation programs (i.e., mandating national accreditation and state specific program approval processes); (7) few alternative certification portals address the elementary routes; (8) professional development opportunities for beginning teachers; (9) practice versus experience; and (10) the difference between a highly qualified teacher and a qualified teacher. (SM)