This study evaluated Metropolitan State College of Denver's Teacher-in-Residence (TiR) alternative licensure program. To participate, teacher candidates must possess a baccalaureate degree, have a teaching contract in a participating local school district, enroll in the TiR program, and pass a state content test. This study examined what Metro State could learn about the development of quality teacher candidates and how it could improve its alternative and traditional certification programs. Surveys of Metro State student teachers, teacher educators, and public school mentors indicated that skills in classroom management/discipline were considered the most important teaching skills needed prior to student teaching or alternative placement (followed by standards/content knowledge, and time management/organization). Respondents believed that organizational and communication skills could be developed in alternative settings. TiR teachers and student teachers believed that better communication was needed for collaborative teamwork, while faculty and mentors felt that more meetings would improve collaboration. TiR teachers and student teachers felt that modeling, coaching, guided practice, and self-directed trial-and-error were very useful in developing skills. Most respondents believed that developing and assessing teachers' softer qualities (e.g., caring and empathy) was possible through observation and modeling. (Contains 20 references.) (SM)