This large-scale, longitudinal study examines teacher attrition data from over 6,500 teachers in Illinois over a 14-year period from 1997 to 2010. Attrition rates between teachers who participated in a Professional Development School (PDS) versus students prepared traditionally are compared. The effects of teacher preparation experiences on persistence in education employment were examined for students participating in four different teacher preparation programs at Illinois State University. The findings indicate that PDS-prepared teachers are more likely to persist in employment as compared to their traditionally prepared counterparts and the education program area strongly influences persistence, perhaps more than teacher preparation model. These findings can inform teacher education programs and preparation in regard to resources allocation as well as pre-service field experience design.