Recruiting, hiring, and retaining teachers has become increasingly difficult as the teacher shortage reaches crisis levels in the US. As schools continue to hire more teachers who come from an alternative pathway, it will become increasingly important for administrators and districts to understand the unique needs of this group of educators. The purpose of this qualitative case study is to examine the experiences of six alternatively certified teachers who completed a first year induction and mentoring program and its influence on pedagogical practice and the intent to remain in the profession in a suburban district in the Central Southwest. Participants in the study were purposefully selected because they had at least three years of teaching experience and had completed the first year induction and mentoring program provided by the district. The data for this study were collected from semi-structured, one-on-one interviews, observations of faculty and collaboration meetings, and documents from the district. The need for targeted, specific professional development, on-going coaching, and support from others were all identified themes in the study. Additionally, the need to help others was a recurring theme. The findings provide information for administrators and districts for supporting alternatively certified teachers as they enter the classroom. Additionally, the study offers suggestions for induction and mentoring programs components that enhance the program's effectiveness, which in turn, could lead to teacher retention and ultimately to better student outcomes. Recommendations for future research are discussed. [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.]