Using a quantitative approach that draws on qualitative methods, this study aimed to identify what, if any, elements within an elementary teacher preparation program have a relationship between elementary student achievement gains in reading and math as well as a teacher's attrition. This study identified elements of teacher training programs through interviews, program document reviews, and surveys of training programs in North Carolina. I used data from the North Carolina Education Resource Data Center (NCERDC) for the years 2014-2018 to test relationships between program elements, student achievement, and teacher attrition using a covariate adjusted multilevel linear model and a school fixed effects model. Results showed that attendance at certain training programs themselves can increase student achievement in math and reading, as well as a teacher's attrition. Furthermore, there were signs that specific courses in the training program (such as subject matter) can also impact a student's learning and teacher attrition. Specifically, there were two elements of training techniques themselves that showed an impact on student achievement and teacher attrition: recording a candidate's teaching practice in student teaching experiences and lessons on instructional technology. Such findings suggest elements within training likely matter as much as the overall training requirements and more research is needed within programs to test the effects of elements themselves, as well as the quality of the element on student and teacher outcome. [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.]