This case study explored the emotions, narrations, and actions of three first-year English as a foreign language (EFL) teachers to identify the factors that influenced their adaptation and how their emotions reflected their needs for professional development. Data were collected from teacher participants' reflective journals and two semi-structured interviews (at the beginning and the end of a school year). Findings foregrounded some major problems that first-year EFL teachers experienced, including the need for guidance on teaching low-performing students and dealing with student diversity, reconciling their initial education with practical classroom realities, and teacher burnout and emotional exhaustion. Close analysis of the findings led to the assumptions that need-oriented induction and mentoring schemes, integrating personal and professional development are contributory factors for novice teachers' professional development. Implications of the findings are examined in relation to the induction mechanism and the school and professional community.