Research findings demonstrate that PDSs effectively prepare general education teachers and lead to increased student academic outcomes. Previous studies within the extant literature have investigated the application of the PDS model with traditional credential candidates. Acute teacher shortages and the implementation of alternative credential routes have increased the number of non-traditional credential candidates. This study reports on candidates' primary reasons for participation in an alternative special education certification program which applied precepts from the PDS model. A questionnaire containing 23 Likert-format and open-ended questions was administered to PDS participants (n = 80). Results concerning the factors that lead to PDS participation, perceived program benefits and challenges, and participants' perceptions concerning the differences between PDS and traditional settings are discussed.