The purpose of this article is to provide insights useful to readers involved in or considering the design and delivery of alternative path programs by presenting (a) a chronology of the multiple definitions of alternative certification, (b) key components of quality alternative path programs, viewed through the example of a program for career-changing mathematics and science professionals, and (c) program and process challenges met when replicating the program. Key programmatic design components include (a) rigorous entrance requirements, (b) extensive preparation prior to beginning as the teacher of record, (c) ongoing preparation and support during an internship year, (d) comprehensive induction support, and (e) follow-up of graduates to facilitate program evaluation. The authors call for alternative path program standards to assist educators, policymakers, and the general public in making quality-based distinctions pertinent to individual programs.