Between 2002 and 2007, data showed that 33% of alternatively certified teachers within a Florida school district withdrew from the profession within their first three years, and up to 40% of teachers withdrew within their first five years. In response, this study explored the causes for the retention and attrition of alternatively certified teachers. The study used a mixed methodology in which quantitative data was collected using a Likert-scale survey, while qualitative data was obtained through telephone interviews. Participants had to have completed the initial Alternative Certification Program (ACP) for the district and at least three years of teaching. Data gathered from 17 participating teachers focused on their experiences with the program and the effect it had on their instructional skills and desire to keep teaching. The study also examined teacher comfort levels in various teaching roles such as lesson planning, ability to modify instruction to target individual learning levels, and discipline. Limitations of this study included gaining access to former alternatively certified teacher-participants and a low number of actual participants. Within the survey findings, program participants experienced growing confidence after they completed their alternative certification program. Findings also indicated that the ACP was a successful experience for three main reasons: knowledgeable instructors, practical and applicable content, and the cohort nature of the program. Results of this study confirm that a well-organized mentoring program and administrative support are keys to the classroom success and retention of alternatively certified teachers.