The present study examined the degree to which a teacher's practice in the classroom is influenced by external conditions at the school, and whether this influence is different in teachers from different teacher education programs. The study focused on the relationship among school climate, classroom climate, and teaching quality as they are perceived by teachers. These relationships were examined by means of an online questionnaire completed by two groups of teachers: graduates from the REGEV Outstanding Student Teacher Education Program (the Excellence Program), and graduates from traditional teacher education programs. The findings show a significant correlation between school climate and classroom climate and between school climate and teaching quality among graduates from traditional programs. This is not the case among Excellence Program graduates, where a weak correlation was found between school climate and classroom climate in the various measures (in some measures no correlation at all was found), and no correlation was found between school climate and teaching quality. The findings therefore indicate a weak influence from external factors, e.g., on school climate, on classroom climate, and even weaker influence on the teaching quality of Excellence Program graduates compared to graduates from traditional teacher education programs. The present article presents a number of possible reasons that might explain these differences, as well as the Excellence Program graduates' resilience to various external pressures.