Understanding teacher candidates' (TCs') developmental needs and framing teacher preparation with those in mind can provide education programs with actionable ways to further TC development that generate positive outcomes for them and their students. This novel case study explored four initial certification TCs' teacher performance and stages of development to develop a profile of each. Increasing teacher candidate/novice teacher self-efficacy and professional agency empowers them, supports improved student learning in P-12 education, and may be especially important for those seeking alternative certification, particularly as we seek to diversity the teaching force. Implications and suggestions for teacher preparation programs are provided.