This study explored how a private, southeastern college of education (COE) supported students in passing the Praxis II examinations. Using Knowles' (1988) adult learning theory and Bandura's (1977) self-efficacy theory, the researchers examined students' experiences with various COE-provided resources and their impact on Praxis II scores. A mixed-method approach was utilized, incorporating questionnaire responses (n = 22) and interviews (n = 7) with COE students. The study specifically analyzed 240 Tutoring, an online preparation program, and compared Praxis II scores of students who used the program versus those who did not. Results indicated no significant difference between the two groups' scores across varying years. However, regression analysis revealed statistical significance when Praxis II scores were examined in relation to sense of preparedness (R[superscript 2] = 0.73). Simple regression also revealed statistical significance when Praxis II scores were examined in relation to time spent on 240 Tutoring (1,300 or fewer minutes), though with a small effect (R[superscript 2] = 0.02). Additionally, significant differences in scores were observed across ethnic groups, with White students (p < 0.001) and students of other ethnicities (p = 0.006) scoring higher than African American students. The study also captured students' perceptions of valuable resources and their overall satisfaction with the COE's support. [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.]