The purpose of this project was to investigate stakeholders' perspectives on coursework and the role of mentors within a unique teacher education program for prospective teachers of mathematics in an alternative-route-to-licensure program. The alternative route reflects a partnership between an institution of higher education, a state office of education, and multiple school districts. Findings addressed some of the problems and solutions associated with imbalanced approaches to teacher education that situate math content as the cornerstone of alternative licensure programs. Data further revealed that program effectiveness may be enhanced through intentional mentor training programs that offer structure to the roles of mentors in ways that communicate important nuances of program goals.