This policy brief from Michigan State University’s Education Policy Innovation Collaborative examines how the use of interim teaching certificates has evolved as alternative-route teacher preparation programs have expanded in Michigan. Using state and program-level teacher certification and public school employment data, the authors examine where and how alternative-route certification pathways have been expanding, how they contribute to educator diversity, and whether teachers prepared through them are more likely to leave the profession. Their findings include the expansion of alternative-route programs in non-urban areas, the roles of two new virtual programs, greater diversity in graduates, and higher rates of early-career exits for teachers prepared by alternative routes.