Three major pathways for teacher preparation and certification exist in the United States to recruit and train effective teachers, including traditional, alternative, and teacher residency programs. There is a growing but limited body of research on teacher effectiveness of educators who complete teacher residency programs and the factors of the programs that make them successful. In response, this study examined the relationship between graduate-level content knowledge obtained by novice teachers through a particular teacher residency program and their level of effectiveness between the years of 2018 and 2022 as first-year teachers. More specifically, this study analyzed the relationship between graduate-level GPA scores and Praxis II scores of elementary teachers through the teacher residency preparation program as well as examined the relationship between the Praxis II scores of elementary teachers and their student achievement as a first-year teacher of record measured by the Tennessee Value-Added Assessment System (TVAAS) growth index scores. Displaying a weak positive correlation between the two variables, no significant relationship was found to exist between a teacher's graduate-level GPA and their Praxis II performance. Additionally, no significant relationship was found between Praxis II scores achieved by the elementary teachers and their student TVAAS growth index scores. Implications for practice and recommendations for future research are discussed further. [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.]