Alternative routes to teacher certification have evolved over the last 20 years as a response to real and perceived shortages of qualified teachers. This study examined successful alternatively certified teachers' motivations to leave other successful careers in order to teach and how they approached learning how to teach in the absence of a standard teacher preparation program. Eighteen successful alternatively certified teachers were interviewed using a qualitative approach. The study demonstrated that these alternatively certified teachers were searching for a career in which they could make a difference. Although some took educational course work, they also approached learning through their interactions with colleagues through mentoring and professional development and through their classroom experience.