The Graduate Kentucky Teach (GSKyTeach) program is designed to prepare new math and science teachers in high-need secondary schools by completing nine graduate-level courses and a year-long residency. A quasi-experimental design has been employed to assess the extent to which GSKyTeach participants demonstrate differential outcomes in classroom practice, student achievement, and employment retention as compared to a group of beginning teachers. This paper analyzes teacher growth over a five year period as measured by classroom observations and discusses the program's retention rates and why graduates believe that GSKyTeach prepared them to become classroom teachers.