Teacher training and preparation are important topics to consider in the field of education because of the direct impact quality of instruction and resulting student achievement. Teacher preparation programs and training help teachers develop classroom management skills, learn to lesson plan, and disaggregate data. The purpose of this qualitative study is to analyze the perceptions of teachers who were trained as part of a 2+2 teacher preparation program. Jack Mezirow's transformative learning theory, Vygotsky's social constructivist theory, and Albert Bandura's self-efficacy theory provide the theoretical frameworks for this study. Findings from this study revealed the need to incorporate practical application for teaching skills, provide diverse teaching placements, establish effective communication and advisement systems, promote equal treatment and recognition, and facilitate impactful mentorship. [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.]