Students' academic success within most schools depends on retaining highly qualified teachers, instructional leadership practices, effective management systems, and various forms of community support. Additionally, the role of the assistant principal is now even more of a pillar and necessity for school improvement while fostering student achievement. This qualitative study examined the experiences of beginning teachers (BT3) in highly impacted secondary Title I schools and the different strategies or approaches assistant principals (APs) utilized when supporting beginning teachers within schools of a similar status. The study considered three areas: teaching conditions, teacher experiences, and what assistant principals did to support teachers in Title I schools, implicating a mentorship and social theoretical framework to structure my study. I conducted nine 60- to 75-minute structured interviews to assess the experiences, feelings, and thoughts of assistant principals and beginning teachers. Three participants were assistant principals serving in highly impacted secondary Title I schools, and six participants were beginning teachers in similar schools. The findings of the study included (a) teacher participants followed unique pathways to classroom teaching with no formal Pre-Clinical Service Learning; (b) teacher participants described having optimistic views about supporting kids and a foundational understanding of managing a classroom both academically and behaviorally; (c) teacher participants wanted specific feedback and support from assistant principals; (d) assistant principal participants gave more priority to some standards of leadership more than others, but still recognized the importance of each standard to ensure a quality education; and (e) assistant principal participants used their personal expectations and their own experiences to determine what support and feedback to provide to beginning teachers through coaching, data collection, and relationship building. Based on my study's findings, I offer recommendations, including the idea that teachers want consistent and meaningful feedback as a process of their supervising administrator being present and an advocate for their professional growth. As time is of the essence, assistant principals must establish a structure of efficiency to engage classrooms effectively while considering their schoolwide duties and priorities. I conclude with my final thoughts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]