The purpose of this study was to examine the effects of certification route (traditional versus non-traditional) on second-year, core content area (English, mathematics, science, and social studies) high school teachers' perceptions of their preparedness to teach. The curricular model for teacher preparation proposed by Feiman-Nemser (2001) served as the conceptual framework. Sixteen teacher-learning activities associated with the early stages along the teacher-learning continuum were examined. Thirty-two novice teachers from a Mid-Atlantic State participated in the study. Participants completed a researcher-designed, self-report survey. The research instrument measured novice teachers' perceptions of their preparedness to teach based on participation in teacher-learning activities across three stages of novice teacher learning--pre-employment, first-year teaching, and second-year teaching. For each of the three stages of novice teacher learning, participants used a 4-point Likert-like scale to indicate the extent to which they perceived 16 teacher-learning activities to be beneficial to their teaching and professional development. Independent samples "t"-tests were computed to examine the effects of certification route on teachers' perceptions of their preparedness to teach. Statistically significant differences between traditionally prepared and non-traditionally prepared teachers' perceptions of preparedness to teach were found for pre-employment and first-year teacher-learning activities, but not second-year professional development activities. Compared to non-traditionally prepared novices, traditionally prepared novices perceived college courses in education and content area course work as beneficial pre-employment and first-year teacher-learning activities. The perceived benefits of networking with other educators were greater for non-traditionally prepared teachers, as compared to traditionally prepared teachers, during first-year teaching. This study found no significant differences for any of the second-year teacher-learning activities. These findings suggest that the effects of teacher certification pathways on teacher learning are limited to pre-employment and first-year teacher-learning activities. Additionally, for all novices in this study, the perceived benefits of some teacher-learning activities persisted along the novice teacher-learning continuum, particularly for those activities involving positive relations with colleagues. Both traditionally and non-traditionally prepared teachers benefited from networking with teachers inside and outside their school communities and from assistance and guidance provided by the teacher across the hall. [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.]