In large urban school districts across the country, shortages of teachers who are qualified for and interested in working in critical content areas are reality. Alternative licensing routes, broadly defined as licensure programs not requiring traditional university teacher preparation work, are increasing in number and a variety of structures. Recurring interest in alternative teacher licensure reflects teacher shortage concerns, but additionally reflects concerns regarding content preparation of teachers and the more recently emerging concern regarding the commitment of individuals entering the teaching profession. In Colorado, a new licensure option, Teachers in Residence (TiR), was enacted by the Colorado Department of Education to allow non-licensed teachers to work in schools as fully invested first-year teachers while earning a license. An evaluation was initiated through Metro State College, the Colorado Partnership for Educational Renewal, and the Research and Development Center for the Advancement of Student Learning at Colorado State University to study the short- and long-term experiences associated with this alternative licensure route. The present study offers results from one component of this evaluation, a comparison of first-year teaching concerns of the TiR group with a group of traditionally prepared teachers. The findings presented in this study will align with previous research to provide information for higher education and school district programs that prepare and mentor alternatively licensed teachers. (Contains 3 tables.)