Educator Preparation Programs (EPPs) in Texas are held accountable by the state agency and by accreditors to produce effective educators that will remain employed in the field. Currently, in Texas, EPPs have limited access to reliable data with which to empirically examine the impact of their graduates on student learning. And, while the Texas Education Agency produces teacher retention reports, these reports ignore nuances, strategies, and efforts that EPPs have implemented, thereby limiting EPPs ability to make programmatic decisions as to what initiatives are effective or not. This program evaluation study sought to discern if a preparation pathway offered by Texas Tech University (TTU), one that leverages community college graduates, was yielding desirable outcomes. Results suggest that the preparation pathway at TTU that recruits community college graduates produces effective teachers, who remain employed at a rate comparable to state trends and may effectively be increasing the ethnic diversity of the teaching workforce in Texas. A more concerted study with a larger sample and over a longer period of time would certainly provide more compelling arguments to drive policies in the state of Texas, However, the findings of this study should be considered as encouraging to EPPs who are considering and/or who currently support partnerships with community colleges in search of teacher candidate talent. The Teacher Education Department at Texas Tech University is committed to producing quality teachers that can immediately impact children upon entering the profession. The Department hosts two unique teacher preparation pathways. The TechTeach (TT) pathway prepares students at the university in a face-to-face format on the main Texas Tech University campus in Lubbock, Texas. The TechTeach Across Texas (TTAT) pathway is an accelerated, online format that recruits graduates from Associate of Arts in Teaching programs at community colleges from across the state. There is preliminary evidence that TTAT is effectively enhancing ethnic diversity within the Texas teaching workforce. The purpose of this study was to examine teaching effectiveness of TTAT graduates and compare their effectiveness to the core of graduates from standard—including graduates from the TT campus-based program—and alternative certification programs in the state of Texas. The findings from this study should help inform future policy and programmatic decisions, including the support and propagation of similar programs across the state