The problem addressed in this study is that novice early childhood educators (ECEs, Grades kindergarten through 3) underestimate the challenges of teaching. Researchers have shown that although over three million teachers are employed in public schools yearly, on average 23% and up to 50% of newly inducted teachers leave the profession within 5 years on a national level. Many novice ECEs feel unprepared and underestimate the challenges of working in a school. The purpose of this basic qualitative study was to explore novice ECEs' perspectives regarding the challenges of teaching. The conceptual framework for this study was informed by Katz's developmental stages of ECEs. Data were gathered through semistructured interviews with 12 purposively sampled ECEs. The iterative coding process and thematic analysis yielded two themes: teachers indicated that success requires support from administrators, mentors, peers, and others and that they were challenged with work-life balance and mental health. Findings may provide ECEs with best practices, resources, and support for providing social change and improving educator resilience. The results of this study have the potential to lead to positive social change in the early childhood profession by providing data to inform improved professional development for novice ECEs in knowledge and skills for effective instructional practices and managing duties and responsibilities which may further educator resilience, student learning, and a cycle of positive teaching and learning experiences for both educators and students. Developing environments that address and reduce the challenges in teaching is an essential element for student and teacher success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]