This paper considers an alternative teacher certification pathway known as Teach for Australia (TFA) that is currently operating in the Australian state of Victoria. A discursive approach informed by critical theory is used in the paper to critically examine the specific case of TFA as an alternative teacher certification pathway charged with improving student learning outcomes and reducing educational disadvantage. The problematization of educational programmes such as TFA, including specific terms and statements found in TFA documentation, features prominently in the paper alongside the political and economic policy context of public education. The argument and central contention of the paper is that TFA will not overcome educational disadvantage, nor will it over time improve student learning outcomes.