This study (N = 1175) examined relationships between mechanisms of teacher education and lower-secondary teacher practices, self-efficacy, and job satisfaction in the U.S. Through secondary analysis of Teaching and Learning International Survey (TALIS) 2018 data, we investigated relations between these important constructs and various formal and informal pre-service and in-service teacher learning activities (e.g., types of professional development, induction, mentoring, teacher cooperation). Multi-level regression analyses adjusted for the TALIS sampling design—and controlling for an array of teacher and school characteristics—revealed evidence for the potential value of a variety of teacher-education mechanisms. For instance, we found evidence for the potential benefit of teacher cooperation, particular pre-service teacher education foci, and specific in-service teacher education activities. Limitations and future directions are discussed.