Teacher preparation programs and school districts annually invest significant personnel and money to support cohorts of preservice teachers and new first-year teachers. Despite this support, the transition from teacher preparation to the first years of teaching remains challenging. In this article, the authors discuss the impact of a New Teacher Learning Community (NTLC) on supporting the social emotional learning (SEL) of first-year teachers. The NTLC encouraged new K-12 teachers to engage in community building with peers, reflective thinking, and collaborative problem solving. Data included a satisfaction survey and semistructured interviews with participants. New K-12 teachers who participated in the NTLC (n = 21) found increased confidence around key SEL constructs, including relational skills through fostering a sense of belonging and communication abilities and decision-making through practice with problem solving. NTLC findings have implications for future collaboration between teacher preparation programs and school districts to jointly support new teachers and together mitigate challenges first-year teachers face.