In an era of increasing teacher accountability, charter schools are finding ways to circumnavigate the restrictions placed on public schools in regard to teacher certification. These efforts purportedly are being made to fill teacher shortages in high need areas, but realistically allow charter school teachers to avoid expensive and time-consuming training and certification procedures. This paper will examine and elaborate on the negative impacts of these maneuvers in New York State. It concludes with a discussion of how the lack of teacher certification will affect the most vulnerable populations attending these charter schools while contributing to the permanence and reinforcement of socioeconomic structural inequalities.