Results of an evaluative study of the Texas Alternative Certification Program (ACP), conducted by the Texas Educational Agency staff during the 1988-89 school year, are reported. The first ACP was implemented in a single urban school district during the 1985-86 school year. The program was designed, in part, to address the shortage of teachers. By 1988-89, nine programs had been approved to serve 116 school districts with 869 interns-in-training. During 1988-89, approximately 16% of the new teachers in Texas were certified through alternative certification. This study of the 1988-89 program was based on a structured decomposition model that focuses attention on complex interactions and is useful in determining program processes. Five survey instruments were developed to obtain data from all stakeholders; survey items were designed to address demographics of ACP participants, ACP rule requirements and individual program requirements, and intern teaching assignments, as well as coursework and training information. Data were received from eight of the nine programs, including three independent school districts, one education service center (ESC), and four institutions of higher education. Responses from 8 program directors, 401 ACP teachers interns, 411 mentor teachers, 258 campus supervisors/administrators, and 10 university or ESC trainers/supervisors were analyzed. Results indicate that the ACP offers opportunities for a more mature population of quality individuals to enter the teaching profession without excessive time and cost barriers. A major implication of this study is that mentor training needs to be expanded so that supervision can include clinical supervision and the development of communication and conferencing skills. Research is needed to study the qualitative aspects of this program. (TJH)