This Digest discusses engagement in alternative preparation to acquire a license to teach in U.S. public schools. Prospective teachers seek alternative programs for many reasons, including job change due to forced retirement or lack of interest; desire to contribute to society's wellbeing; and desire to use teaching skills learned elsewhere. Recent educational debate has centered on teacher knowledge. Education degree programs from the 1950s-1980s were deficient in content knowledge. However, alternative licensing candidates usually acquire knowledge of a particular area while studying for their bachelor's degree, and they have broad general content knowledge from core college programs. Alternative licensing requires successful completion of certain tests. The most widely used series in the United States is the PRAXIS. Because of increased demand for qualified teachers and lack of traditional bachelor's degree candidates, many teacher education institutions have modified traditional program offerings. A 1996 listing shows 328 alternative programs in 47 states, the District of Columbia, and two territories. Most teachers seek employment near where they reside, though moving to find employment has been simplified by the Interstate Contract, a mutual agreement by 38 states and the District of Columbia to recognize each other's licenses. Alternative preparation is closely watched by teacher education institutions, state departments of education, and educational researchers to examine whether it contributes to improving educational quality or further masks problems related to teacher quality. Overall, data present a mixed picture about the value of alternative paths. (Contains 25 references.) (SM)