This ethnographic case study offers a description of an alternative teacher certification program within an HBCU-based teacher preparation program within Xavier University of Louisiana. The program is named the Norman C. Francis Teacher Residency Program (NCFTR). Data from the study offers insights from six in-service, alternative teaching certification seeking educators within this program. Research findings indicate continued knowledge is desired by each teacher. These areas include continued erudition in (1) pedagogy including the selection and effective usage of differentiated instruction, instructional strategies and instructional activities, (2) content mastery, (3) the appropriate types, choice, and procedures of assessments, (4) understanding the steps of a lesson cycle and lesson planning, and (5) classroom management. Data from the participants also reveal the alternative certification program prepares the students to effectively teach and the schools in which the educators teach should continue to offer more support, resources, and trainings needed to ensure comprehensive understandings these areas.