Abstract
This report is a part of a longitudinal survey of the DeLeT program, which was established in 2002 in response to three decades of expansion in non-orthodox Jewish day schools. This created a demand for teachers prepared to teach in these new schools. By 2014, this program trained close to 200 teachers who are teaching across the United States and in more than 46 schools. In particular, this report focuses on how DeLeT graduates from both programs perceive their preparedness for day school teaching, as well as how they perceive the DeLeT faculty and the programs' strengths and weaknesses. It also examines similarities and differences between the two programs and offers possible explanations for the handful of differences identified in the report.