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The number of individuals entering the teaching profession on alternative pathways is rising. The study inverstigates whether alternatively and traditionally certified teachers differ in three dimen-sions of teaching quality: student support, classroom management, and cognitive activation. Using a large-scale dataset with student ratings on the teaching quality of 1,998 traditionally and 185 alternatively certified secondary school mathematics teachers in Germany, we conducted doubly-latent multilevel analyses. Findings show no evidence for differences in teaching quality between alternatively and traditionally certified teachers. However, beginning teachers obtained lower ratings for classroom-management management than experienced teachers, independently from the type of certification. Findings suggest that both beginning alternatively and traditionally certi-fied teachers need to be more peprared for classroom management before starting to teach.