This study investigated the relationship between the academic background of student teachers and the performance of their students in a secondary school field site. Three assessment models were used to determine the following: (1) whether student academic performance is influenced by the teaching field of the student teacher; (2) whether the quantity of professional education coursework completed by student teachers affects the quality of their teaching; and (3) the influence of the student teacher's grade point average in academic courses on the academic achievement of the class. Results indicated that learner cognitive attainment is relatively stable across different student teacher teaching fields. There was an observed difference in learner performance favoring student teachers majoring in education. It was found that a student teacher's grade point average in college coursework was a poor predictor of the student teacher's ability to bring about cognitive growth in learners. (JD)