An exploratory research approach is used to characterize the experience of two second year high school mathematics teachers in their teacher preparation programs: one graduated from a four-year undergraduate program while the other graduated from a fifth-year masters program. The two main forms of data collection included interviews and document review. Findings showed that both teachers felt prepared for the mathematical demands of their jobs but ill prepared for what they termed "on-the-job knowledge." Each teacher offered suggestions for improving their teacher education programs. Complete program curricula are included in the appendices.