Alternative teacher certification (ATC) encompasses a broad range of programs that prepare teachers in non-traditional, accelerated ways (Suell and Piotrowski 2007). The number of teachers prepared through alternative routes has increased considerably in the past decade. As of 2011, 16% of public school teachers nationwide had entered the profession through some kind of alternative program, and in the last five years, 40% of new hires have come through ATC programs (Feistritzer 2011). In this brief I offer a short overview of research on the outcomes of alternative certification programs compared with traditional certification, summarize findings about what makes for effective alternative certification programs, and describe ATC programs in Alaska. Generally, ATC programs are aimed at people who are interested in becoming teachers and have at least a bachelor’s degree, as well as extensive life experience. But how these programs are defined and what they include varies considerably (Humphrey and Wechsler 2007). In this brief, alternative certification is defined as a program in which teacher candidates work as the instructor of record while completing their teacher certification. These programs are considered to be both a means of alleviating teacher shortages and a way of improving the quality of the teaching workforce. In addition to shortening the preparation time and being more flexible for working participants, ATC programs also typically incorporate mentoring (Mikulecky, Shkodriani et al. 2004; Scribner and Heinen 2009). The programs range from initiatives run by school districts and state departments of education to university-operated efforts run alongside traditional teacher preparation programs (Yao and Williams 2010).