After the COVID-19 pandemic, many states expanded alternative teaching licensure to address nationwide teacher shortages. This manuscript sought to compare the effectiveness of traditional preparation programs and alternative certification programs but found the comparison to be inconclusive because those categories were too broad. This analysis instead identified several trends in each of the two pathways. Generally, alternative programs attracted more diverse candidates because the unpaid internship model of traditional programs was a barrier for many candidates. Meanwhile, many traditional programs prepared teachers more effectively, particularly in their first year. However, the connection between credentialing pathway and long-term retention was unclear. Based on the findings of this article's analysis, policymakers need to evaluate alternative programs closely to ensure they maintain high standards for accreditation and so that teachers who enter the classroom via alternative pathways are properly prepared, particularly if the goal in expanding alternative pathways is to address teacher shortages. More research is needed on the impact teachers had on students' learning based on their credentialing pathway.