Creating alternative opportunities for mid- and late-career change teacher education candidates has been a controversial issue in teacher education for a number of years. Many professional teacher organizations and teacher education societies have resisted or discouraged the development of programs which opened their doors to professionals in areas other than education who wished to enter teacher education. This 5-year review of an intensive teacher-training program at Siena College (New York) compared traditional-age teacher education candidates with mid- or late-career change candidates on a variety of variables. No significant differences were found in the performance of either group. It should be noted that mid-career change candidates had, for the most part, previously taken upper-level courses in their respective content areas and held a degree in a liberal arts field prior to entering the program. These candidates also reflected a higher maturity level and brought practical experience into the classroom. The findings of this study indicate that mid-career change teacher education candidates can perform as well as traditional teacher education candidates and, therefore, should be considered a viable and meaningful population to serve as teachers in the schools. (Author/JD)