Special education and bilingual teachers are in high demand. Many teachers in these specialization areas enter the profession via alternative certification programs, expedited routes to teacher certification. There is little research focusing on the specific support needs of novice special education and bilingual teachers from these widely varying preparation programs. Therefore, this study looks at the perceptions of novice teachers in special and bilingual education with alternative/nontraditional preservice preparation. The study used an online survey approach with Likert-type scaled items and open-ended questions. (Contains 1 table.)