Current research has shown that about one-third of new teachers in the United States leave the profession within the first three years, thus, making it a priority to support new teachers in the classroom. To address this issue, research is needed to better understand the needs and experiences of novice educators in a variety of educational settings. Through the use of in-depth, semi-structured interviews and review of the school's professional development program, this multiple case study investigated the career paths of seven novice teachers in a private educational institution. The study sought to gain understanding of how novice teachers at an independent school perceived the usefulness of professional supports for their own classroom performance and how they negotiated the school environment. The study showed that a teacher's age and gender, professional preparation, and workload affected his or her perceptions of the usefulness of the supports provided at the focal school. In addition, administrators' leadership styles were found to influence the novice teachers' perceptions of professional support. The study suggests that differentiated support for novice teachers and professional training for school administrators may be critical elements of effective new teacher programs. Specific recommendations are made for single-sex independent schools based on the literature and analysis of the interviews. [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.]