The purpose of the study was to examine perceptions of preparedness among alternatively certified career and technology teachers and their supervisors. The study employed a qualitative phenomenology using semi-structured open-ended interview questions. Eight teacher participants and eight supervisor participants were interviewed from the sample district. The findings of the study revealed that teachers and supervisors both felt as far as content knowledge and background, alternatively certified career and technology teachers were prepared for their jobs. Both participant groups also agreed that there were areas of growth in perceived preparedness for the teachers. The study suggested additional supports in classroom management, lesson planning, and more observational opportunities could be beneficial to the sample population. Major applications from this study are the needs of the teachers and supervisors. Adding more supports in the identified areas of need to the on-boarding and ongoing professional development of the alternatively certified career and technology teacher. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]