The purpose of this quantitative comparative study was to assess if and to what extent differences exist in traditionally and alternatively certified STEM teachers' perceived teacher collaboration and teacher self-efficacy, among teachers in Texas. The sample consisted of 202 participants (Alternative n = 202; Traditional n = 89). Results from Welch t-tests reveal no significant differences in collaboration (t = 0.294, p = 0.769) and self-efficacy (t = 1.89, p = 0.061) between the pathways. These findings challenge assumptions about pathway superiority, suggesting that both pathways produce educators with similar skills crucial for effective teaching. The study emphasizes the importance of recognizing varied routes to teacher preparation. Diverse teacher preparation pathways contribute equally to collaborative skills and teacher self-efficacy. Professional development initiatives should cater to the diverse backgrounds of STEM teachers, fostering professional unity. Non-significant differences in teacher self-efficacy imply that certification pathways may not be determinants in developing confidence within STEM education. Policymakers are urged to consider these findings when designing teacher certification policies, advocating for a flexible and inclusive approach. The dissertation concludes with recommendations for nuanced evaluations of teacher effectiveness, considering factors such as pedagogical practices and experiences. [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.]