This article describes four myths about teacher quality commonly associated with the 2001 No Child Left Behind (NCLB) legislation. Myth 1 explores the hypothesis that generating an endless supply of new teachers to solve the teacher shortage is the best way to alleviate any real teacher shortage. Myth 2 tackles the assertion that academic ability alone qualifies one to teach, and academic ability is the most important attribute of an effective teacher. A candid discussion about the changing definition of waivers and their role in concealing a growing population of underprepared teachers is discussed in Myth 3. Finally, Myth 4 examines claims that alternative certification programs produce teachers who are as good or better than traditional prepared teachers.