There is a persistent and growing shortage in the supply of "highly qualified" future science and mathematics teachers in the nation's classrooms. As a consequence, as many as 53% science and 23% math students take classes from teachers who are teaching out-of-field. Currently, there are many established programs that provide incentives for science and math students to enter the teaching profession. One program in particular, the Robert Noyce Scholars Program, was the genesis of the Authorization Act of 2002-P.L. 107-368 and is funded by the National Science Foundation specifically to address the need for highly qualified STEM Teachers. IHEs, which are awarded these grant funds, are provided with significant funding for student scholarships and are expected to provide programmatic support for these students who are planning to become teachers. Programmatic support is intended to enhance the preparation of these future STEM teachers who are expected to teach in high needs classrooms. The purpose of this study was to examine if different views of the teacher education program exist between teachers who have been supported by the Noyce programs and those who have not received Noyce support. Noyce teachers and non-Noyce teachers are two aggregate groups that included teachers from CSU, Fresno and CSU, Long Beach. This study also examined retention percentages and demographic composition of Noyce-supported teachers from both campuses as an aggregate group in comparison to teachers in the nation and in the state. The study found no significant differences between Noyce teachers and non-Noyce teachers on their views about their teacher preparation program. Both groups on average reported their preparation to be adequate. Significant proportional differences by ethnicity were found between Noyce teachers and the general teacher population in the U.S. and California. Significant proportional differences by ethnicity and content area were also found between high school teachers in the U.S. and high school teachers in the Noyce Teacher community. Retention rates among beginning teachers were also found to be higher for the Noyce Teacher Community when compared to the general population of teachers in the U.S. and California. [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.]