This study sought to answer the question: "To what extent do prior beliefs about and experiences of teaching and learning influence the instructional practices of new independent school teachers," who are generally not required to have any formal pedagogical training or hold teacher certification prior to beginning full-time employment. Through a review of current literature, research, observation, and analysis, this study examined the phenomena surrounding how new independent school teachers learn to teach. As high numbers of veteran independent school teachers are seeking retirement, this research seeks to begin a dialog of how best to train a new generation of teachers, to inform new teacher training in private schools where the economy has precipitated a need for a less costly teaching staff, and to explore the benefits of new teachers' insight and energy. Through interviews, observations, and by asking participants to keep a reflective journal, I studied the beliefs and experiences that help guide the teaching practices of new independent school teachers. Lack of isolation of new teachers and a collegial atmosphere that facilitated the development of strong relationships with peers, especially veteran teachers, and in-house professional development that paired new teachers with veteran counterparts were found to be effective for helping new teachers establish strong teaching practices. Qualities and personal characteristics such as a willingness and eagerness to be involved with students beyond the classroom were identified as making a candidate a good "fit" for independent school teaching. The research was conducted over the course of two years at a private school in Maryland and included four primary new-teacher participants and four secondary veteran participants with two to three years of teaching experience. This research is meant to inform the independent school community of some "best practices" in new-teacher training, and to begin a dialog on how private schools can programmatically and systematically induct new teachers into the profession. [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.]