The American "No Child Left Behind Act" of 2001 (NCLB) mandates that by the end of the 2005-2006 school year, all public school teachers teaching core subjects will hold at least a bachelor's degree, be fully licensed by the state and demonstrate knowledge in the subjects they are teaching in order that students have the maximum opportunity to meet and exceed high standards of performance. Research shows that many students who are placed in alternative education settings are made up of the same four sub-groups of students as those targeted in NCLB. Those subgroups are students who are low-income; from a racial/ethnic minority; have educational disabilities; or have limited English proficiency. Many alternative programs are, however, plagued with inexperienced teachers and those who lack teaching credentials. Additionally, it is not unusual for credentialed staff to be required to teach outside their fields in these programs. This article describes the connection between student success and a deliberately selected, highly qualified teaching staff, especially for students who are considered at risk of school failure. It highlights one public school alternative program where these highly qualified and motivated teachers employ best practices. The result is increased achievement, increased student success, and increased promise for program completion.