The purpose of this qualitative descriptive study is to explore how novice elementary teachers in the southern United States describe the role of spontaneous and conscious decision-making to influence their instructional practice. Two research questions were developed using the cognitive experiential self-theory and decision-making theory which supports that supports the idea that individuals possess two complete and shared systems for completing cognitive tasks, including intuitive/spontaneous and rational/conscious decision-making. This study revealed that novice teachers use both spontaneous and conscious decisions to influence their instructional practice. Three themes emerged from the semi-structured interviews and focus group related to research question one. Novice elementary teachers describe spontaneous decision-making as 1) a necessary element for flexible and contextualized instruction; 2) as a necessary element in managing the classroom to provide optimal opportunities for instruction; 3) as an important component in addressing challenges and opportunities around instruction. Three themes emerged from the semi-structured interviews and focus groups related to research question two: Novice elementary teachers describe conscious decision-making as; 4) paramount when planning and preparing for instruction; 5) a necessary component for creating student centered instruction. 6) an important part of reflecting on instructional practice and making improvements based on those reflections. [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.]