This study examined graduates' and completers' perceptions of the effectiveness of Marshall University's alternative certification programs, the Master of Arts in Teaching (MAT) and Post-Baccalaureate Teacher Certificate (PBTC), from 1999-2010. This non-experimental descriptive cross-sectional study used the "Spivy Survey of MAT and PBTC Program Effectiveness" to collect data. Based on the Interstate New Teacher Assessment and Support Consortium (INTASC) standards, this survey used 20 closed-ended questions and two open-ended questions to investigate graduates' and completers' perceptions. Data indicated that graduates and completers perceived their preparation was "moderately prepared" based on the mean scores. All median and mode scores indicated graduates and completers perceived themselves to be "well prepared." Respondents felt extremely "well prepared" in their ability to use a variety of instructional strategies to encourage critical thinking, their ability to create appropriate learning environments and their ability to use formal and informal assessment. Respondents indicated that they perceived their ability to plan instruction based on a critical understanding of the community to be the weakest although the mean still indicated they felt "moderately prepared." Results indicated that there was a statistical difference between the perceptions of male respondents compared with female respondents in the area targeting reflective teaching and professional growth. Based on qualitative data, respondents indicated the following themes to be beneficial aspects of the programs: the instructional strategy courses, the student teaching experience, the faculty, and the ability to take courses online. The following were identified as being areas that might need improvement: more time spent in the field experience placements before student teaching, more instruction concerning classroom management, changes in the logistics of the programs, and a more hands-on practical approach to coursework. [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.]