Newly qualified teachers face several risk factors when entering the teaching profession as novice teachers. This study addressed the gap in knowledge by exploring the risk factors they face in special educational needs schools for learners with physical disabilities. Eight newly qualified teachers were selected purposefully as participants for this study. Qualitative techniques such as a focus group and semi-structured interviews were used to collect data. Thematic data analysis was used to analyse data. Emotional challenges, lack of support from school authorities, inadequate induction and training, resource shortages and poor maintenance of infrastructure emerged as risk factors faced by newly qualified teachers. In alignment with these findings, the study underscored the role of policymakers, school administrators and teacher training institutions in developing interventions to combat the risk factors faced by newly qualified teachers in special educational needs schools for learners with physical disabilities.