The assumption behind movements to get alternatively certified teachers quickly into classrooms as full-time teachers is that high-performing college graduates with content knowledge can become good teachers through a summer of training and full-time, evening, teacher training courses. But when the authors asked new, precertified teachers who were teachers of record in urban schools--after only a summer of training through a well-known alternative certification program--what they thought teacher prep programs should include, their responses implied these novices needed more preparatory experiences. The respondents' comments suggested six things alternative preparation programs should offer nontraditional new teachers: opportunities to learn from experts; strategies for teaching content; guidance on logistics; experience with students; help managing expectations; and time for reflection. (Contains 2 endnotes.)