At the center of teacher preparation is the student teaching placement experience. However, research on student teacher placements often overlooks the nuanced perceptions and attitudes of student teachers (STs). These factors significantly influence educator outcomes and programmatic success. This research delves into the attitudes and perceptions of student teachers regarding their placements and how they relate to programmatic outcomes. Moreover, the study explores overarching questions regarding the influence of ST attitudes on placement outcomes and the factors shaping these attitudes through an explanatory sequential mixed methods design. Beginning with a quantitative survey analysis followed by qualitative inquiry on semi-structured interviews, the research examines the intricate relationship between ST perceptions, placement experiences, and programmatic outcomes. By integrating quantitative and qualitative data, the study aims to provide comprehensive insights into the dynamics of fieldwork placements by explaining the quantitative results in depth through semi-structured interviews. Triangulating outcomes such as edTPA scores and North Carolina Teacher Candidate Evaluation ratings further enriches the analysis, offering a holistic understanding of the phenomena at hand. Understanding the significance of fieldwork placements in shaping future educators, this study not only informs educator preparation programs (EPPs) but also aids placement coordinators in optimizing matches for STs. By addressing the gap in literature and leveraging theories to guide research, this study contributes to the ongoing discourse on effective teacher preparation. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]