This qualitative study examined the perceptions of secondary school administrators as to the preparedness of new teachers from different certification programs and how those perceptions guide the recruitment, hiring, and support of new teachers. After reviewing the history of teacher certification in the United States, and examining aspects of different certification programs, the literature evaluating different certification programs was examined. Building upon gaps in the current literature, this study focused on the perceptions of school administrators. It used grounded theory methodology to analyze the data gathered through semi-structured interviews in order to view teacher certification through the eyes of those who recruit, hire and support new teachers and construct a theoretical model. Finally, study findings, implications and avenues for future research are discussed. [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.]