Alternative teacher education programs have come under fire from a variety of sources--researchers, legislators, parents, even other educators. The authors' responses to the focus article provide the insights of practitioners who regularly work with teachers so prepared. Warren states that the problem addressed in this study notes the absence of specific Catholic school teacher education programs in Catholic institutions of higher learning, and an alternative approach adopted by the University of Notre Dame. Warren stresses that an element of the study that this writer would like to have seen quantified is that of teacher preparedness in the area of the teaching of religion. Schoenig believes that the author does an excellent job establishing the parameters of the study, and the piece integrates some of the more compelling research that has recently been conducted on teacher preparation programs in both the public sector and at Catholic universities. McNiff shares that it was encouraging to learn the conclusion for this particular study supports the premise that alternative teacher education programs, sponsored by Catholic institutions of higher learning, can satisfy the academic requirements for becoming a qualified educator and still maintain the goal of providing teachers the skills they require to help students with their own faith journey. He adds that the Catholic school system in this country desperately needs more Catholic alternative teacher education programs.