School districts have been challenged to ensure all students received a high-quality education from highly qualified teachers; therefore, the role of teacher certification and preparedness must be thoroughly investigated. This study examined if there was a statistically significant difference in the interaction between age, gender, ethnicity, and type of TPP based on the sub-factor of the Teachers' Self-Perception Survey: promote student learning, understand learners, teach critical thinking, develop curriculum, assess student learning, and develop professionalism. The population studied consisted of 50 K-5 novice teachers within their first three years of teaching. The Teachers' Self-Perception Survey was employed to determine the teachers' self-perceptions of preparedness. Drawing on the research of Darling-Hammond, a two-way multivariate analysis of variance was used in this study to examine if there was a statistically significant difference in the interaction of the variables mentioned in this study. The study did not find any significance in the types of teacher preparation programs; therefore, both approaches are relevant to teachers being hired. This study found no statistically significant difference in the interaction between the types of teacher preparation programs and gender on the sub-factors (i.e., promote student learning, understand learners, teach critical thinking, develop curriculum, assess student learning, and develop professionalism); however, there was a significant effect for the interaction between the two age groups and teacher preparation programs on the sub-factor promoting student learning and teaching critical thinking skills. [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.]