A growing body of evidence suggests teachers first experiences in the classroom have an impact on their effectiveness, their students' achievement, and the teaching practices they will use for many years. New special educators experience many of the same challenges as other new teachers. Both general and special educators struggle with addressing student behavior, learning content, planning lessons, and managing time. This article provides a holistic view of special education teachers' first years and outlines practical considerations for improving their experiences in schools. Over the past 15 years, a number of researchers have studied the perspectives of new special educators during their first years of teaching. Implications from this knowledge base are outlined with nine specific recommendations for improving the work lives of new special education teachers.