Tom O’Donoghue in the article “Alternative Models of Teacher Preparation” elaborate upon the changes in traditional methods of teacher preparation by the advent of alternative models of teacher preparation during 1980’s. These alternative training programs resulted from the research and funding carried out by private foundations and state governments. Three significant programs mentioned by Tom O’ Donoghue include; “New Teacher Project”, which focuses on provision of quality training to poor students with potential of becoming teachers; “Troops to Teachers”, which focuses on harnessing practical experience of ex-service officers (ex-military) in teaching students; and “Teach for” program that focuses on teaching poor children on a massive level for the pride of particular country. The main emphases of the article revolve around the concept of “blended learning” which means, “distance learning through aid of technology” as the major component of alternative models of teacher preparation. Donoghue argues that the creation of an effective distance education system for teacher preparation and professional development provide high quality learning experiences to students interested in becoming teachers. However, distance education raises instructional issues that depend on whether course is taught synchronously, kind of technology used, and the outcomes. The article highlights adequate “Instructional Models” that are required in distance teacher training programs, these include: “Direct Instructional Model” (direct transmission of concept and skills), “Cognitive Model” (transmission of inductive reasoning skills) and “Social Model” (transmission of social norms and values). Donoghue argues that distance programs that combine face-to-face instruction, supervision, tutoring and modeling have greater chance of success. Further Donoghue points out that distance learning programs must prepare instructors and learners to succeed in distance environment through orientation, preparation, support and leadership. Donoghue towards the end of article points concerns (ethical issues on experimenting on students from poorest communities) and benefits (value for money) of “Teach for” movements. Various renowned research works are directly quoted in the article. For example: Zeichner (2008) work on models of alternative teacher training, Feistritzer (2005) work on “Troops to Teachers” program and Dale (2014) work on “Teach for” movement. According to my viewpoint, the advent of technology has successfully eliminated “distance barrier” and positively contributed to the establishment of alternative teacher preparation programs; however, the success of such programs are be taken with a grain of salt, due to lack of theoretical evidence suggesting improvement in teaching, while spending huge sums of money on them.