Clinical experience is an essential element of any educator preparation program. These experiences provide authentic, real-world learning environments for teacher candidates to practice and improve their instructional skills. Analyzing how clinical experiences impact teacher readiness assists in the development of effective educator preparation programs. The purpose of this quantitative research study was to examine novice teacher effectiveness within planning, classroom management, and instruction based on the type of clinical practice within educator preparation pathways. This study explored the difference between the clinical, field-based approaches in the educator preparation program and the teacher candidate evaluation scores received during those clinical experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]