Beginning teachers typically enter schools feeling like foreigners, coping often with the jolting disorientation of not knowing where to find basic things such as restrooms, copiers, and mailboxes. They also struggle to pick up on the routines that others seem to have mastered with ease. At the same time, the culture and territory of US schools should seem familiar, and practices in one school can be simple variations on practices common to almost all schools. Imagine, however, teaching in another country, where the classroom landscape looks familiar, but the daily routines in the school and in the community are not routine at all. Under such circumstances, it would be helpful to have some guidance and support from more experienced colleagues, both to find the resources necessary to teach a particular lesson and to complete such mundane tasks as filling a prescription or navigating through bureaucratic channels. In this article, the authors argue that mentors should consider what it feels like to be new to a school and to a community, and how they might better support their international colleagues at a professional level--and, perhaps even more importantly, at a personal level.