The purpose of this qualitative phenomenological study was to examine the lived experiences of newly hired social studies educators currently employed in varying high schools throughout the State of Illinois. Specifically, this study sought to explore newly hired social studies teachers' perceptions of their teacher preparation program, and how well it equipped them as they began their career. The data collection was conducted through open-ended, one-on-one interviews with study participants. Participants were newly licensed teachers within the last five years that had successfully completed a social studies teacher preparation program from an accredited college or university within the State of Illinois and currently teaching in assorted schools around the state. The data analysis found seven themes emerge. Those themes revealed the collective experiences of study participants describe teacher preparation as being a process, with essential features for instilling confidence, efficacy, and success as a beginning social studies teacher being critical throughout that process. [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.]