The purpose of this study was to investigate differences in beginning teachers' perceptions of their preparedness to teach based on whether they attended traditional university-based programs or alternative certification programs regarding content knowledge, classroom environment, providing meaningful chances in instruction, a variety of assessments and methods that will drive the instruction, creating an environment for diversity of learners and learning environments. Furthermore, the researcher assessed whether having a mentor their first year contributed to teachers' perceptions of preparedness. The 40 item "Survey of Teacher Preparation Graduates" (Darling-Hammond et al., 2002) was used as the data collection instrument. Of those who participated in the district's mentoring program, 32 completed most or all questions, mostly receiving certification from alternative programs. There was no statistically significant difference in teachers' perceptions of preparedness based on whether they attended traditional university-based programs or alternative certification programs. There was a statistically significant difference in change in preparedness mean scores that could be attributed to the time spent working with a mentor. The open-ended question, "How has having a mentor helped you feel better prepared to teach?" was qualitatively analyzed into three themes: helpfulness of a mentor, the mentor was not helpful or lack of mentor assistance, and unclear responses. This study filled a gap in existing literature because it provided the measure of the added value of a mentor to increase preparedness. There are numerous stakeholders who could benefit from the findings, for example, state and district policy makers to reassess teacher certification programs and improve mentor programs, and districts, mentors and teachers using data as formative and summative assessments, as well as assessing the needs of teachers beyond the first year. Further research in fields such as reevaluations in the role of the mentor could benefit by the change in the preparation and training of mentors and mentees utilizing interviews and focus groups with the help of the "Survey of Teacher Preparation Graduates" (Darling-Hammond, 1998). [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.]