Retaining teachers in high-poverty schools is essential for ensuring students who live in poverty have equitable educational opportunities. Understanding novices' experiences can help school leaders improve novices' retention in high-poverty schools throughout their careers. This integrative review of studies investigates novices' experiences teaching in high-poverty schools. We identified common themes in extant studies, as well as several important areas of research that are, to date, under-studied; most notably, more research is needed to explore differences in novices' experiences of their working conditions in high- versus low-poverty schools, and the implications of those differences for teacher development and retention.