The purpose of this quantitative correlational study was to identify the relationship between the type of teacher preparation program and student performance on the seventh and eighth grade mathematics state assessments in rural school settings. The study included a survey of a convenience sample of 36 teachers from Colorado and Washington school districts. An analysis of covariance (ANCOVA) was performed with the percentage of students who passed as the outcome variable, log transformed years of experience as the covariate, and teacher preparation type as the independent variable. The implications of this study indicate there is not a measured effect on student achievement of teachers who were trained in traditional programs compared to those who have been trained in alternative programs. [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.]