This case study explores the reality shock experienced by a White novice teacher, committed to socially just teaching, in her first year in an urban context. The apparently successful novice held three beliefs about her practice and herself: that socially just teaching was a holistic practice; that it could and should be done "right"; and that, based on her previous levels of success, she should be able to succeed in implementing this practice. These beliefs, derived from various voices and interacting in ongoing dialogue, produced negative effects in the teacher. Implications for teacher educators preparing novice teachers are given.