As the supply of mathematics and science teachers in the United States falls short of demand, there is a search for ways to increase the supply. The policy responses being tried include making all teaching positions more attractive through improved salaries and professionalization, offering general and targeted college scholarships and loans to ease entry into teaching, and reducing or restructuring teacher preparation programs and certificate requirements. This document discusses nontraditional recruitment policies that restructure teacher preparation programs to make them accessible to recent college graduates who have majored in science or mathematics, to persons changing careers, and to retired persons and homemakers. Some reduce preparation requirements, others maintain current standards but reduce the financial costs of preparation. Discussed are the dimensions of teacher shortages in science and mathematics, policy responses to the problem, issues for research, types of nontraditional programs, and options for alleviating shortages. Forty-four references are cited. (CW)