This study examined the effectiveness of an alternative certification program for secondary teachers that emphasized the need for certified teachers in rural districts. The program utilized distance learning and integrated technology. Thirty uncertified secondary teachers who taught the previous year in Louisiana public schools completed 27 hours of modular coursework and were employed to teach in their content area for the next year. Districts provided onsite mentors, release time, and continued collaboration with participants. The university provided instruction through campus courses, compressed video sites, e-mail, online mentors, and other technologies. Courses were delivered as integrated professional development modules addressing the knowledge and skills needed to meet the state's Intern Evaluation Program. Participants also received PRAXIS preparation workshops, weekly mentoring sessions, and help developing professional portfolios. Participants were surveyed regarding their perceptions, use of, and satisfaction with the technology. Most believed that instructors frequently engaged students at the local site, though fewer considered this true at distance sites. Most reported frequent use of e-mail to correspond with instructors and mentors. Participants preferred the compressed video format to on-campus courses. All participants utilized the PRAXIS workshops. Participants showed confusion over the completion of professional portfolios and occasional unavailability of onsite mentors. Contains the evaluation survey. (SM)