Pre-service teacher education programs have undergone strong criticism with regards to their effectiveness in preparing pre-service teacher candidates for the teaching profession. This qualitative case study explored the influence two different pre-service teacher education programs had on pre-service teacher candidates' perceptions of readiness for the teaching profession. The professional development school (PDS) model provided an integrated learning experience for pre-service teacher candidates that was stretched over a five-month period. The traditional model was structured in a block system whereby pre-service teacher candidates first studied theoretical aspects of teaching and learning, and then were placed in a practicum.