The traditional approach to teacher training has been receiving an undergraduate degree in education. However, the rise of alternative teacher preparation programs due to teacher shortages, an increased importance placed on testing, and the rise of charter and voucher schools have caused people to question the effectiveness of traditional undergraduate teaching degrees compared to alternative preparation routes (Liston, 2012). Previous studies comparing student achievement and perceptions of teachers from both groups have focused on teachers with different experience levels and at different schools. This qualitative case study examined only first-year teachers in one school network to gain a better understanding of teacher perceptions of their preparation programs. Data collection consisted of interviews with eight first-year teachers, from both traditional and alternative routes, from the same school network. One-on-one interviews were conducted at the beginning, middle, and end of their first-year teaching in academic year 2021-2022 to evaluate the change in their perceptions of their preparation program and success during their first year in the classroom. Transcripts were analyzed in multiple steps by hand, first assigning codes and then reviewing the codes to find themes. Findings from the study included that teachers who were traditionally trained and alternatively trained needed and valued different things during their first-year teaching. The teachers in the traditional group wanted more time for practice, learning about operational skills for the role, and learning more about how the school uniquely operates whereas the teachers in the alternate group placed a higher emphasis on summer professional development and the ongoing support provided by the school's administration. Teachers in both groups said prior experiences working with kids, the Center for Urban Teaching program, and coaching supported their success throughout the year and behavior management, a lack of school support, and struggles due to COVID hindered their success. Findings from this study will help administrators plan for differentiated induction programs and support structures for first-year teachers. Additionally, teacher preparation programs, both traditional and alternate, can look to these findings to inform the content of their programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]