Hard-to-staff urban school districts increasingly rely on teachers who are certified through alternative routes to staff their classrooms. Given the accelerated design of alternative certification as well as the unique nature of schools in urban contexts, the process by which these individuals become effective teachers is essential to understand. This study explores in-depth the experiences of 2 exemplary beginning teachers who participated in a federally funded Transition to Teaching program for alternative mathematics and science licensure. Cross-case analyses indicate that these teachers' early successes were related to their ability to focus on the task of teaching itself, with an emphasis on student development; to advocate on behalf of their students, families, and the local community; to manage their classrooms through relationships of mutual respect; and to initiate opportunities for professional collaboration. The results of the study have implications for improving the selection, preparation, and support of alternatively certified teachers by connecting their wealth of past experiences to the endeavor of learning to teach.