The Educator Preparation Program at a burgeoning university in the Southwest United States offered preservice teachers two models of field residency experience. The students who participated in the cohort model had the same university supervisor and cooperating teacher during all three semesters of field residency and took two education classes with their university supervisor. In the flex model, students potentially had a different cooperating teacher and university supervisor for each field residency and did not typically take any classes with their university supervisor. This mixed method study statistically examines the differences in rate of certification, rate of employment after graduation and graduates' sense of teacher efficacy. In addition, graduates of both the flex and cohort model were interviewed to determine perceived benefits and disadvantages of each model. [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.]