This article is a follow-up to the last editor's perspective article about supporting new alternative certification teachers as they teach students from underrepresented groups in mathematics (Evans, 2013). The focus for this article narrows the scope to emphasize support needed for female mathematics students. Alternative certification teachers in the New York City Teaching Fellows (NYCTF) program, among others, were surveyed to determine their attitude toward teaching female students in mathematics. It was found that while NYCTF teachers did not score differently from traditionally prepared teachers on the survey instrument, NYCTF scored higher than another cohort of teachers. NYCTF teachers indicated highest agreement with the idea that female students are just as capable of engaging in higher level mathematics as are male students and mathematics is a subject in which both female and male students can succeed.