This study explores the effectiveness of educator preparation programs from the perspective of three female Hispanic veteran teachers serving high-needs populations of students. The study strives to contribute to research on minimum proposed standards for teacher preparation programs in Texas. Through a process of coding data from the informant conversations, several themes emerged: teacher concerns about behavior management, the need for strong communication skills, the need for immersion experiences around teaching, and the need for preparation in working with diverse populations of students as well as developing confidence and a sense of efficacy for being a successful teacher. Using the findings associated with this study, teacher preparation programs will better understand the current needs of K-12 practitioners, particularly those in high-needs school districts.