Teacher preparation programs are geared toward preparing educators for traditional school models, which is reasonable, given that traditional models make up the lion's share of schools, but this means that the pool of talent available to alternative models might be small or nonexistent. If nontraditional schools have to essentially create their own teacher pathways, or invest heavily in professional development and retraining, that puts them at continued disadvantage to existing schools. To support the growth of alternative school models, pipelines need to be developed to create and support new teachers. This report aims to accurately diagnose the problem, using both polling data and an examination of educator preparation programs to show just how few educators are prepared for alternative models of schooling. This report highlights programs and courses preparing teachers for nontraditional school models. The report closes with some thoughts about what this all means, and what needs to be done.