This study focuses on the effectiveness of the alternative elementary teacher certification program at Oakland University in Rochester, Michigan. The program was developed in response to the projected teacher shortage, the need for teachers in subjects such as mathematics and science, the need for teachers in urban schools, and the need for minority candidates to enter the teaching force. The study was designed to help answer the question of whether teacher candidates who completed the truncated alternative elementary certification program were as well prepared for teaching as were the students who completed the traditional elementary teacher certification program. Scores on the Michigan Elementary Education Test were compared for teacher candidates who completed the alternative, fast track teacher certification program (N = 209) with the scores for a random sample of teacher candidates who completed the traditional teacher certification program (N = 167). Teacher candidates from the truncated alternative teacher certification program scored as well as or better than teacher candidates in the traditional teacher certification program in language arts, mathematics, social studies, science, and the total overall score. As measured by the Michigan Elementary Education Test, teacher candidates in the alternative certification program were as well prepared as the teacher candidates in the traditional certification program. The results of this study have implications for the amount of time that is required to complete teacher preparation programs. (Contains 3 tables.)