Alternative teacher certification has emerged in the past two decades as one policy state leaders can leverage to recruit and prepare high-quality teachers to meet demands that are unique to their student populations. Indeed, in specific circumstances such as addressing teacher shortages, alternative teacher certification can be viewed as an important aspect of a state's overall human capital management strategy. While a growing body of research has emerged examining the impact of alternatively certified teachers on student achievement, few economists and policy scholars have substantially investigated the relative effectiveness of alternative certification pathways within a state licensure framework. This quantitative research study broadens the field's understanding of alternative certification by examining the impact of classroom teachers who received their certification from one of eight different alternative certification pathways available in the Commonwealth of Kentucky. Specifically, the study considers the impact these teachers have on high school student achievement in mathematics and reading as measured by the ACT. Using administrative data from the Kentucky Center for Education and Workforce Statistics (KCEWS) for academic year 2013-2014 and a propensity score matching method to estimate teacher effects, this study found both positive and negative effects of classroom teachers on student achievement in mathematics and reading. More importantly, the study discovered that these effects differed by the teachers' alternative certification pathway. Teachers who received their certification from an accredited university-based alternative teacher certification program generally outperformed other alternatively certified teachers in the Commonwealth. In fact, alternatively certified teachers trained through a university-based program were the only alternatively certified teachers to positively impact student achievement in both mathematics and reading when controlling for teacher experience. Taken together, findings from this study offer important implications for the ways in which the Commonwealth certifies alternative certification program providers, establishes expectations for program delivery, and evaluates programs during regular program accreditation cycles.