Only 3% of alternatively certified teachers in Florida are retained after receiving certification. When teachers' self-efficacy improves, so does their motivation, mental health, job satisfaction, and student performance. Teacher self-efficacy is unstable and often influenced by situational conditions. A gap in the literature exists regarding how alternatively certified teachers' training experiences affect the development of teacher self-efficacy. The purpose of this basic qualitative study was to explore alternatively certified teachers' preparation experiences and the program's influence on teacher self-efficacy. The targeted population was PreK-12 teachers who participated in an alternative certification program in Florida. Transformational leadership theory and social cognitive theory shaped the theoretical framework. Semi-structured interviews were used to describe alternatively certification teachers' initial training experiences and the development of their teacher self-efficacy. MAXQDA was used to analyze the data. Thematic analysis was used to identify patterns and themes in the interview and demographic data. Results indicated most alternative certified teachers in Florida described their training as positive or beneficial. On the contrary, some expressed feelings that their programs were unorganized, unrealistic, and did not prepare them to succeed professionally. Recommendations included (a) revising state statutes, (b) providing teachers with stress management techniques, and (c) expanding the TEACH GRANT to include teachers enrolled in alternative certification programs. [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.]