Unfortunately, alternatively certified novice teachers are not being properly prepared. Under the No Child Left Behind Act, the primary concern is that all classrooms are housed with highly qualified teachers. In the present, alternatively certified novice teacher attrition has increased significantly. Many classrooms across the United States have either an alternatively certified novice teacher or a non-certified person instructing students. Exceedingly, high rates of teachers are leaving the profession within the first five years. Clearly, a majority of the teachers leaving the field of education are working in indigent, urban, under privileged and or racially or culturally diverse populated schools (Education Week, 2003). In order for alternatively certified novice teacher reformation to undergo significant scrutiny and accountability, educators, law makers, stakeholders, and other constituents need to make rigorous attempts to prepare, mentor, educate, and retain alternatively certified novice teachers. The ultimate goal is to help all students to acquire the knowledge, attitudes, and skills needed to function effectively in a pluralistic democratic society and to interact, negotiate, and communicate with peoples from diverse groups in order to create a civic and moral community that works for the common good. In order to foster high student achievement, alternatively certified novice teachers play a pivotal role in their success. Research indicates an intricate pattern in alternatively certified novice teachers who possess high self efficacy are more susceptible to be innovative in their instructional strategies, their pedagogical techniques and they are more receptive to student ideas and their E- Mentor suggestions. (Contains 3 figures.)