No Child Left Behind (NCLB) and the reauthorization of the Individuals with Disabilities Education Act (IDEA) require that by 2005-2006 all teachers be highly qualified, a designation that for the first time in history is actually specified by federal statute. The authors discuss how the federal definition of highly qualified is influencing the preparation of special education teachers and how these changes could impact the education of students with disabilities, most notably those with emotional or behavioral disorders (E/BD). They explore the evolution of the federal role in educational reform and consider how NCLB and IDEA have fostered the development of alternative routes to teacher preparation. The extensive range of skills, competencies, and dispositions required for success in teaching students with E/BD is discussed. Finally, what is known about alternative route programs in special education is reviewed, with the conclusion that the secondary content model, often cited in NCLB as a rationale for encouraging alternative routes, has limited applicability to special education and E/BD. Considerations and suggestions to ensure that highly qualified teachers of students with challenging behaviors receive high-quality preparation are delineated.