Alternative pathways to licensure (APL) programs have proliferated nationally as a potential solution to the ongoing critical shortage of qualified special education professionals. Although these programs attract more diverse teacher candidates, they have been criticized for a lack of preparation and support provided to new professionals. This likely exacerbates teacher shortages and contributes to the pervasive underachievement of students with disabilities. Additionally, due in part to wide variations in APL programs, limited research is available on the structure and subsequent impact of APL programs. To gain a landscape view of the ways policy shapes special education APL programs in the United States, the authors analyzed state policies and regulations that guide licensure requirements for special education APLs. To do this, they identified policy and regulation documents and analyzed them for themes related to APL requirements. The authors found wide variability nationally regarding entrance and completion requirements for APL participants, including testing and pedagogical requirements, field experiences, and employment status. This type of policy incoherence has implications for state and local educational agencies, researchers, teacher educators, and policymakers as they seek to evaluate APL programs and determine which structures will most effectively support the recruitment and retention of special educators.