This study examines the professional socialization of new teachers in Saudi Arabia's international schools. Semi-structured interviews were undertaken with 14 teachers of diverse nationalities. The study highlighted teachers' recognition, integration, and collaboration in the workplace as prominent facilitating factors, while lack of support, unmet expectations, and language barriers were highlighted as prominent challenges. The study identified some coping strategies developed by teachers to overcome these challenges, which have implications for further research and practice. Apart from developing an empirical picture of teachers' professional socialization in international schools, the study also provides further insight into cross-cultural socialization processes.