Many states are adopting alternative certification programs as a nontraditional means of preparing educational personnel and for admitting into the profession people with degrees in other fields who do not have teacher preparation. This paper clarifies the term alternative certification and establishes a definition for programs. Various assumptions that underlie the development of such programs are identified, and a description is given of how various operating programs carry out these assumptions in practice. Policymakers are urged to consider where opposition will be encountered and support will be found as they plan their strategy for implementation. Key components of alternative programs are identified, and a matrix is provided showing how the components and other features discussed in the paper are embodied in programs operating across the country. (JD)