This report raises questions about the support given to new teachers who come to teaching through "alternate routes." It focuses on new teachers in high-needs schools, comparing the perspectives of those from traditional teacher education versus those from three alternate-route programs: Teach for America, Troops to Teachers and The New Teacher Project. According to the survey, the alternate route teachers are especially motivated by the desire to help disadvantaged children but at the same time more disheartened by the conditions they find in their classrooms than traditionally-trained teachers. This report contains seven sections corresponding to the study's findings: (1) Idealism and a Strong Desire to Help; (2) Day One in the Classroom: The Most Difficult Classes and Needing More Support; (3) Doing a Tough Job with Minimal Backup; (4) Less Satisfied with their Preparation and Cooperating Teachers; (5) Aspirations and Exit Plans; (6) Agreement on Ways to Improve Teachers; and (7) The Subtle Story on Money. (Contains 1 table.) [This report was also produced by the National Comprehensive Center for Teacher Quality and Public Agenda. The Questionnaire design and analysis was produced in cooperation with REL Midwest at Learning Point Associates.]