The first five years of teaching are important because 30% of all beginning teachers leave the profession during that time (Darling-Hammond, 2001). The purpose of this study was to examine professional development for beginning career and technical education (CTE) teachers during their first five years with respect to three licensure routes: traditional certification (TC), alternative certification--alternative work experience (AC-AWE), and alternative certification--lateral entry (AC-LE). This study was unique because of the focus on CTE. Approximately 25% of high school teachers are CTE teachers (Walter & Gray, 2002). CTE has associated issues that distinguish it from other content areas including its potential to profoundly effect the economy (Camp & Heath-Camp, 2007). This study used a comparative, descriptive design. The questions addressed were: What professional development content was provided to CTE beginning teachers during their first five years, and of content received, which were most needed and unneeeded? What professional development content do CTE beginning teachers desire during their first five years? Are there differences in provided and needed professional development between the three groups: TC, AC-AWE, and AC-LE? The sampling frame was CTE teachers in 112 North Carolina public school districts with up to five years of full-time teaching experience. Ninety-three percent (N = 581) of beginning CTE teachers in North Carolina responded to the survey (TC = 140, AC-AWE = 307, AC-LE = 134). Differences were noted in the content provided to the three groups. AC teachers indicated the highest frequency of receipt of professional development for all standards, with AC-AWE indicating highest frequency of professional development related to diversity, content knowledge, facilitation of learning, reflection, technology, and legal, social and specific CTE issues. AC-LE teachers indicated the highest frequency of receipt of professional development relating to teacher leadership. TC teachers received significantly less professional development than AC-AWE teachers for facilitation of learning. Districts were identified as the most frequent provider and delivery methods indicated most were workshops, job-embedded training, and mentors. AC-LE teachers indicated the highest rate of receipt for 50 professional development descriptors with TC and AC-AWE indicating the highest receipt for 32 and 27 descriptors respectively. TC teachers had a statistically significant lower mean need than AC-AWE and AC-LE teachers for professional development relating to facilitation of instruction. In most standards, AC teachers indicated a higher frequency of receipt than TC teachers for professional development that was not provided. TC teachers had significantly lower mean desire than AC-LE teachers for professional development related to teacher leadership. Additionally, TC teachers had significantly lower mean desire than AC-AWE teachers for the standards dealing with facilitation of instruction and technology, legal, social, and CTE issues. Further research should be conducted at both the district and state level to examine the needs of all beginning teachers and align their professional development support accordingly. Coursework providers should also align their topics to the needs of beginning AC teachers. [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.]