Antioch University (Seattle, Washington) established its Teacher Certification program in 1991 with several goals in mind: to provide adult learners with a program designed around their special learning needs, to address critical teaching and learning issues in urban classrooms with diverse populations, to encourage collegial attitudes and behavior in a profession where isolation is the norm, and to prepare new teachers to serve as change agents in schools. The program is intentionally small, admitting 40-45 students as a cohort group each January with certification awarded the following December. The year-long program, offering an alternative approach to K-8 certification, is designed for mid-life adults who possess bachelor's or master's degrees, have been in the workforce, and who wish to work with children as classroom teachers. The Antioch program is alternative due to its philosophic orientation which is reflected in three main areas: (1) total program design, (2) roles, and (3) relationships. This paper describes the program; discusses the changes implemented as a result of a U.S. Department of Education grant and program strengths and weaknesses; and suggests directions for further improvement. (Contains 22 references.) (LL)