Educator preparation Programs nationwide seek evidence to meet accreditation standards for the impact of program completers on P-12 student learning and teaching effectiveness. The University of Evansville's School of Education conducted a systematic case study to identify any areas for improvement within the teacher preparation program. The effectiveness of program completers' impact on student learning was investigated through student growth data collection, teacher observations, and an analysis of results. The purpose of this study was to provide evidence for accreditation as well as identify aspects of the teacher preparation program curriculum that may need revision or a stronger emphasis.