Across America today, school districts face a problem of numbers: too many students, too few educators. In some areas, the shortage of classroom teachers is approaching crisis proportions. Attempts to address the problem of teacher supply have focused on either bringing new people into the field of education or keeping beginning teachers in the profession for a significant period of time. One solution designed to address the recruitment side of the problem is found in the creation of Non-University Certification Programs (NUCPs). In this article, the authors explore a little-examined, but significant aspect of the current teacher shortage: the effect of the NUCP phenomenon and similar stopgap measures on those who are charged with inducting alternatively certified individuals into the classroom: America's experienced classroom teachers. Having obtained this alternative certification for new teachers and letting them arrive in schools with neither the theoretical nor the field-based knowledge, the authors question both the fairness and the advisability of burdening experienced teachers with the task of bringing these newcomers up to speed. (Contains 12 endnotes.)