Public alternative program models have been in existence for several years, but effectiveness of these programs and the role they play in the meeting the goals of education are difficult to clearly understand. Types of alternative programs have been identified in the literature and include academic, behavioral, and therapeutic programs (Raywid, 1998). Perceptions of alternative education programs have been studied as well, but primarily include student, parent and administrator perceptions of program desirability related to purpose. These various perceptions have contributed to confusing the goals and practices of alternative education programs.

The beliefs that have not been studied are those of teachers working within alternative education programs. As teacher beliefs are related to their practice to some degree (Pajares, 1992), understanding those beliefs in alternative education teachers especially around concepts of curriculum was the purpose of this study. Using the modified-Curriculum Orientations Inventory (Rice & Mahlios, 2003), 95 teachers in Virginia alternative education programs responded to questions about their curriculum beliefs. Among demographic features, differences were discovered in gender, number of years teaching in alternative education and teacher pathway into alternative education, all of those related to behavioral beliefs about curriculum. No discernable differences existed among types of alternative programs. Differences between regular education teachers and alternative education teachers existed. Alternative education teachers viewed more strongly beliefs about curriculum that emphasized social reconstruction and practical beliefs about curriculum. Regular education teachers scored higher on a cognitive process approach to curriculum. Implications for further research and practice were also discussed.