This study examined the differential effectiveness of three pathways to an elementary teaching credential across a large public university system. The study compared traditional campus-based, intern, and online credential programs across a 22-campus system using ratings of program preparation by 12,590 graduates after their first year of teaching and by 3,781 principals who supervise them. Although no significant differences were found among principals' ratings of the teachers' preparation, teachers saw large differences with a statistically and clinically significant advantage for the online pathway. Features of the online pathway included a spiraling curriculum, candidates taught in cohorts across all coursework, fieldwork embedded in coursework, and extra mentoring available in addition to the usual university and district supervision. (Contains 1 table.)