This phenomenological narrative study investigated the perceptions of successful experiences of novice alternative certification teachers in Northeast Texas rural school districts. The five questions that guided the research examined participant's personal characteristics, classroom strategies, administrative support, challenges to overcome for success, and preparation program experiences. Nine successful novice alternative certified teachers were selected using purposeful sampling to assist in understanding the central phenomenon of novice alternative certified teacher experiences during their first three years of classroom experience in high needs rural Northeast Texas school districts. The findings indicated that participants have a strong need to connect with people, have a solid understanding of content knowledge, need administrators who focus on their staff's needs, are content supported by modeling of good teaching, and need the opportunity to experience "real time" teaching practice. Some of the implications for practice include: development of relationship building training, administrative awareness of support needs, improved interview techniques to identify capacity of applicants, and the need to provide simulations for teaching practice. [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.]