Alternative teacher certification routes in the United States gained recognition in response to the teacher shortage since the 1980s. However, the unique challenges these teachers face result in concerns of quality and retention. The purposes of this study were to (a) investigate novice alternatively certified teachers' (ACT) perspectives on school leaders' knowledge of the developmental supports necessary for their classroom success and (b) inform school and higher education leaders about gaps that exist in professional development opportunities for these teachers. Addressing these gaps could lead to the ultimate goal of teacher satisfaction, resulting in quality and retention in the classroom. Novice ACTs perceived their school leaders had limited knowledge regarding alternative certification requirements and preparation, and they identified some efforts of their school leaders to provide professional development. Opportunities were impactful when they were relevant to specific teacher challenges.