Alternative programs in special education are often developed in response to chronic personnel shortages. At issue, however, is the quality of alternative programs and their graduates. This paper describes the design, implementation and evaluation of a large special education alternative certification program that adheres to both professional practice and accreditation standards. Examples of performance assessments are presented, and data on candidate recruitment, preparation, and retention are discussed. Throughout, the authors argue that alternative certification programs must adhere to the same professional and accreditation standards as traditional programs and be evidence based.