A 2005 national study surveyed 2,103 Troops to Teachers (T3) program completers and their school administrators using 21 research-based instructional practices and four effective classroom management strategies associated with increased student achievement to determine whether T3s were more effective in the classroom than traditionally prepared teachers with comparable years of teaching experience. Sixty-one percent returned completed surveys. Principals overwhelmingly (more than 90%) reported that T3s are more effective in classroom instruction and classroom management/student discipline--and have a more positive impact on student achievement--than traditionally prepared teachers. Moreover, T3s teach in high-poverty schools, teach high-demand subjects (special education, math, science), plan to remain in teaching, and increase the teaching pool's diversity.