Alternative teacher licensing programs have become very popular; however, very little research has been conducted on the efficacy of the programs. Alternative licensing programs (ALPs) have evolved and multiplied rapidly over the last few decades. The Tennessee Independent Colleges and Universities Association (TICUA) is attempting to determine the effectiveness of alternative teacher licensing programs that exist in the state of Tennessee. The purpose of this study was to assess the efficacy of teacher preparation pathways between teachers who received training through ALPs and teachers who received certification through Traditional Licensing Programs (TLPs). This study also examined the perceptions of building principals with respect to efficacy of teachers trained through ALPs compared to the efficacy of teachers trained through TLPs. No significant relationships were found between the amount of teacher training and their perception of self-efficacy in the four domains of professionalism, instruction, environment and planning. There were no statistically significant differences found in the pre-service training (student teaching hours and credit hours) received between alternative non-TFA and alternative TFA trained teachers. There was a significant level of difference in in-service mentoring hours between teachers certified through TFA and teachers certified through a non-TFA alternative program. Future research should focus on comparing traditionally trained teachers' effects on student achievement to alternatively licensed teachers' effects on student achievement. [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.]