The majority of Alternative Route Certification (ARC) programs are designed to fill personnel needs in either a certain discipline (e.g., special education teachers) or in specific geographic areas (e.g., rural, urban). ARC programs provide access to a teaching credential by circumventing traditional preservice preparation. In general, ARC programs tend to differ from traditional programs in the following ways: (1) Length and structure of the program; (2) Delivery mode; and (3) Candidate population. Partnerships between higher education teacher preparation faculty and school faculty can enhance the efficacy of ARC programs. In fact, there is some evidence that more ARC candidates who participate in programs characterized by strong partnerships tend to remain in special education positions than do those candidates who participate in stand-alone district-sponsored programs. In general, they report feeling prepared to teach, and principals give them high marks. This paper discusses the challenges and opportunities associated with ARC partnerships.