This qualitative grounded theory study explored the preparation process of urban high school alternative certified teachers in Central Alabama. This study addressed the significance of finding and preparing candidates to become highly qualified teachers to ensure the academic success of students in every public school classroom. The No Child Left Behind Act (NCLB) of 2001 mandates that all teachers be highly qualified and that all students are 100% proficient in Reading and Math by the year 2014. States are fervently trying to accomplish this goal. Outstanding certified teachers are needed to ensure the success of our students. However, colleges and universities are producing fewer teacher candidates. There is also a need for greater ethnic and gender diversity among the teaching staffs in American public schools. As a result, states have turned to alternative certification to persuade candidates to enter the teaching field. Alternative certification allows for candidates with degrees in specific areas such as business, accounting, communications, engineering, etc., to begin teaching while they work on obtaining teacher certification. The purpose is to try to recruit mature candidates who are more diversified and have expertise in a related field. However, there has been some debate over whether or not alternatively certified teachers are truly highly qualified. Questions have been raised regarding whether or not students' achievement rates are altered as a result of alternatively certified teachers. This qualitative study will explore principal and teacher perceptions regarding the type of leadership styles that develop alternative certified teachers into outstanding teachers who promote growth in student achievement.