Society's perception, recruitment, and retention of alternative certified teachers entering the education system is a critical issue in Career and Technical Education (CTE) (Heilig, 2007). Although public education is an important factor in our society and the nation's future, fewer college and university students are majoring in education programs. Therefore, a need exists for greater numbers of alternatively certified educators in school systems (Heinen, 2007). The Georgia Professional Standards Commission (GaPSC) sets the qualifications to become an educator in the state of Georgia. Educators without a traditional undergraduate degree in education are required to complete the necessary education courses within three to five years (GaPSC, 2021c). These nontraditional educators are classified as non-renewable or provisional until education courses and other requirements are completed. The purpose of this qualitative case study explored the early experiences of Career and Technical Education teachers who participated in an alternative certification program (ATCP) using the teacher proximity continuum as a framework. Teacher participants in the study were observed in their classroom settings and participated in a series of in-depth interviews over the course of the school year. Data collected in the study included semi-structured interviews, observations evaluations, and other archived documents. [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.]