Alternative teacher certification (ATC) programs offer one method to help alleviate teacher shortages. While much debate has arisen over ATC programs, very few have empirically examined their impact on the teaching pool. The present study was designed to explore differences by certification type and program characteristics based on novice teachers' demographics, educational attainment, sense of self-efficacy, and sense of preparedness to enter the classroom. Results from the present study supported the assertion that teacher preparation programs, program components, mentoring experiences, and field-based experiences did impact teacher effectiveness in the classroom.