This mixed-methods study explored teacher pathway routes in a suburban Middle Tennessee school district. The researcher examined first-year teacher job competency, perceptions of preparedness, and first-year teacher self-efficacy in traditional and alternative preparation routes. Job competency evaluations and a first-year teacher survey was utilized to quantitatively compare differences between the groups of teachers. Qualitative insight was gained though the first-year teacher survey and administrator interviews. While no significant differences were found between the groups of teachers, the study concluded that supports during the teacher preparation process, such as mentorship and hands-on learning experiences, are perceived to be valuable. The study also concluded that teacher residency programs are comparable to traditional pathways and are a viable route to the teaching profession. [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.]