Many new teachers leave the profession within their first 5 years of teaching. In response to teacher shortages caused by this attrition, New Jersey developed the first program in the United States to alternatively certify teachers for the classroom. A great deal of research has been completed examining alternate route teaching programs; however, very little research has been done considering the perspective of the alternate route teacher. The research question for this qualitative grounded theory study examined the experiences of first-year alternate route teachers during their first year of teaching. Using maximum variation and criterion sampling, 12 participants were interviewed in a focus group and individually. Data from the interviews were analyzed using open coding as the transcripts from the interviews were being read. The data were then divided into categories that developed into themes relating to the research questions. Analysis of the data indicated that first-year alternate route teachers need to have an experienced educator in the classroom with them when they first begin teaching. Information from this study may be used to accelerate the development of a new teacher into an experienced teacher providing a positive social change in our schools and in our educational system. As a result, young children need no longer lose learning opportunities waiting for a new teacher to become proficient. In addition, this information should enable administrators to focus on the opening of a new school year, knowing an experienced educator is facilitating the growth of a new teacher.