This study sought to determine whether a significant difference exists in the efficacy of teachers who received a traditional licensure versus those who received alternative licensure in their first three years of teaching. Additionally, the research aimed to determine if there was a significant difference in student growth based upon teacher licensure of teachers in their first three years of teaching. Minority representation was also examined based upon licensure type of teachers in their first three years of teaching. To determine the potential differences in these areas, TEAM observation data, TVAAS data in their first three years of teaching, and the race of teachers were collected from a rural Middle Tennessee school district ranging from grades K-12. The study examined 685 teachers in the selected district. The data were analyzed using a two-way ANOVA to determine any significant differences. No significant difference was found between teachers with traditional and alternative licensure in their first three years of teaching in the comparison of teacher efficacy or TVASS scores. Additionally, there was no significant difference in the race of teachers based upon their licensure type for teachers in their first three years of teaching. Future research could seek to further examine relationships and differences of teacher licensure further into a teaching career and other areas of teacher and student performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]