This article reports results of research on whether there are clinical and statistically significant differences in the effectiveness of three pathways to teacher preparation on a single campus, Yosemite State, a member of the California State University (CSU) System as rated by graduates and employment supervisors. The independent variable is the type of pathway into teaching; the dependent variable consists of ratings of preparation quality at the end of the graduates' first year of professional teaching experience. This study examined seven years of data from Yosemite State. A total of 425 employment supervisors and 599 teachers provided ratings of three campus-specific pathways: Campus Based, Interns and Partnership Schools. No significant differences were found among the ratings of the employment supervisors, however teachers identified substantial differences despite all groups enrolling in the same courses taught by the same pool of instructors using a common master syllabus. The partnership graduates rated their preparation superior to the other pathways on every composite, with all differences being statistically significant. The intern graduates rated their preparation significantly higher than the campus based on 13 of the 17 composites. The magnitude of differences was indicative of clinical significance as well. (Contains 2 tables.)