This study explored alternative licensure teacher candidates' perceptions of preparedness for the classroom based on the principles and standards of the Interstate New Teacher Assessment and Support Consortium (INTASC) which serve as a common set of principles embodying the skills, knowledge, and dispositions of new teachers. Using five consecutive semesters' exit survey data collected upon candidate completion of elementary, middle, or secondary alternative licensure programs, results were analyzed using descriptive statistics and one-way ANOVAs for differences in respondents' perceptions of preparation for teaching in the classroom. Distance education and face-to-face on-campus study participants were included. Findings revealed a high sense of preparedness with a slightly higher sense of preparedness reported by elementary program completers. Minimal differences were reported by gender groups and no significant differences were reported among racial groups.