This article uses a narrative approach to start a dialogue about the challenges of teaching blended methods classes that contain traditional and alternative licensure students. Many alternative licensure students enter their methods classes as lateral-entry teachers who must balance their licensure requirements with the demands associated with full-time teaching. However, the needs of these students are often considerably different from those of traditional undergraduate teacher education students, which creates formidable challenges for instructors of blended classes. After reflecting on our experiences in teaching these types of blended classes, we offer recommendations for methods professors who find themselves in similar contexts.
