In support of school districts experiencing teacher shortages, the state of Alaska provides for provisional certification of individuals who hold a bachelor's degree but who have not completed the requirements for teacher licensure. This certification allows individuals early entry into a classroom as full-time teachers contingent upon concurrent enrollment in a teacher preparation program. The university-based secondary teacher education program at which I am a faculty member serves these Teach While Training (TWT) teachers alongside traditional pre-service teachers. The purpose of this practitioner-research study was to understand how I could better meet the needs of TWTs enrolled in my internship seminar course. Historically, the internship seminar has been designed for pre-service teachers who are preparing for student teaching. As the number of TWTs enrolled in my internship seminar increased, I realized that the seminar experiences seemed misaligned with the realities of the TWTs as practicing teachers. This study developed from my wondering about how I could differentiate my internship seminar for TWTs to account for their context as full-time teachers and their unique entry into a classroom without prior formal preparation. The research question guiding this study was "How can I modify a traditional pre-service teacher internship seminar to meet the needs of co-enrolled, provisionally certified teachers?" Data sources for this study included a practitioner research journal in which I recorded my reflections and observations on my pre-planned modifications as well as those I made as the seminar progressed, participant artifacts, and a focus group interview. Analysis of the data revealed that modifications to an internship seminar for effective support of TWTs are those that 1) consider all aspects of the TWTs' teaching contexts, 2) maximize the use of their limited time by ensuring that assignments are double-useful in supporting both their immediate practice and their long-term professional development, and 3) provide opportunities for emotional support. The data also indicated an overarching finding that TWTs maintain a priority to their teaching responsibilities over those related to the teacher preparation program. This study has implications for teacher educators who design and deliver programs for alternative route teachers who teach while training. [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.]