The COVID-19 pandemic disrupted teacher candidates' ability to complete licensure requirements, prompting many states to temporarily reduce professional entry requirements to avoid teacher shortages. This study examines the emergency teaching license in Massachusetts, which allowed individuals with only a bachelor's degree to enter the teacher workforce. Findings reveal that emergency licenses increased teacher supply by employing individuals previously unable to pass licensure exams and by attracting new interest in the profession. Teachers hired with emergency licenses were more ethno-racially diverse than traditionally licensed peers and showed strong intentions to pursue permanent licensure and remain in the profession. These findings suggest that revising initial entry requirements could be an effective strategy to expand the teacher workforce, particularly among teachers of color.