This study explores the impact of an alternative teacher preparation program development from the "inside out" or through the voices of second career teachers, known as "Career Switchers," at a mid-size state university. The major objective of this study was to probe into their perceptions to inform program development with reporting framed in their first year of teaching experiences. There has been much discussion about the quality, design, and growth of alternative teacher preparation programs which arose due to a growing need for newly hired teachers. Although there has been significant criticism about such programs, this study is responsive to the call for examining alternative teacher preparation at a local level, i.e., within a specific program. This study is framed in the context of a specific alternative teacher education program using a case studies approach. The study consists of an exploration of four cases involving specific in-depth data with context rich information. A collective case study approach with cross-case analysis (Stake, 1994) was utilized to examine the data obtained across teachers. Examining the multiple data sources and addressing their research questions, the authors report on the following: (1) difficulties experienced; (2) surprises encountered; (3) changes reported; and (4) setting and fulfilling professional goals. They frame their major recommendations informed through this study and the voices of teachers which support the importance of: (1) an integrated system of resource supports; (2) scaffolded mentorship; (3) situated learning experiences; (4) alternative new teacher network; (5) active coordination; and (6) university support.