A large number of trained Young Learners of English (YLE) teachers leave the language academies soon after being employed. These teachers usually suffer from high levels of stress and anxiety during their career which might lead to burnout. Considering the impact of vision in motivating teachers, this research was designed to study the development of vision of an ideal YLE class in English as a Foreign Language (EFL) teachers. In this longitudinal/cross-sectional study, development of vision of an ideal class was examined in 40 novice YLE teachers via four rounds of interviews during the first year of their teaching experience. Moreover, the visions of novice teachers were compared with those of 20 experienced YLE teachers. The findings approved the dynamic nature of vision and indicated that the quality and quantity of novice teachers' vision may contribute to their decision to remain or leave the profession. The results also proved that YLE teachers' vision changes in vividness and detailedness after the first year of teaching experience. The findings of this study might help the novice YLE teachers to form a more realistic vision about their future classes and stay in the profession for a longer period.