Just as states require anyone interested in operating a motor vehicle to meet specific driver's license requirements, state policies dictate that any individual interested in teaching in a public school must first fulfill a series of requirements to obtain a teaching credential. As schools increasingly struggle to find an adequate number of diverse, well-qualified teachers to fill their staffing needs, states are under pressure to open up new pathways for becoming a teacher or to modify existing ones. To help teacher preparation and credentialing leaders, policymakers, researchers, and even prospective teachers, gain a clearer view of the state and national landscapes for earning a first-time teaching credential, we have created a first-of-its-kind public database detailing the attributes and requirements of each available state pathway into teaching. The database shows how state teacher preparation policies intersect with policies that determine who can obtain employment as a lead classroom teacher--an often overlooked but critical aspect influencing the quantity, diversity, and quality of the novice teacher workforce. This resource can guide reflection and innovation as states seek to balance the inherent tensions between quantity, quality, and diversity that are present when shaping pathways into teaching and determining if and how teachers entering via these pathways can progress once in the profession.