With a rise of alternative permit (AltPermit) teachers coming to education, many have little to no preparation or self-efficacy for the demands needed to support all learners. Low teacher efficacy is associated with high rates of attrition. As a result, districts throughout the United States struggle to retain the teachers they recruit and hire for these hard-to-fill positions. Using a mixed-methods approach, teacher efficacy and retention of AltPermit P-12 new hires is examined in one of the largest districts in California. The district provided year-long supports to impact teacher efficacy and retention. Although survey results did not show a statistically significant impact on teacher efficacy, document analysis indicated positive retention trends and recruitment of more ethnically diverse teachers as compared to the district’s overall teacher population. Interviews illustrated positive perceptions of district supports as a means to increase teacher efficacy and job retention, particularly for special education teachers.
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