The purpose of this qualitative descriptive study was to explore how alternatively certified teachers who teach upper elementary in urban public schools describe the support needed in the teacher learning process to develop and retain alternatively certified teachers in the western United States. It was not known how alternatively certified teachers who teach upper elementary in urban public schools describe the support needed in the teacher learning process to develop and retain alternatively certified teachers. Components of Knowles' theory of adult learning and the perceived support theory served as the conceptual framework. Two research questions included, "How do alternatively certified teachers describe the support needed in the teacher learning process to develop alternatively certified teachers?" and "How do alternatively certified teachers describe the support needed in the teacher learning process to retain alternatively certified teachers?" The study sample consisted of alternatively certified teachers for 12 semi-structured individual interviews and two four-person focus groups. Thematic analysis was used to identify four themes for research question one: (1) immersed support, (2) support that integrates experience, (3) support through problem-solving resources, and (4) grade-level support. Four themes addressed research question two: (1) supervisory support that builds connection, (2) individualized supervisory support, (3) whole-person support, and (4) new staff organizational support. Results show a need for more significant and targeted organizational and supervisory support. The findings could help those tasked with supporting alternatively certified teachers to reduce teacher shortages. [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.]