The purpose of this qualitative descriptive study was to explore how novice special education teachers describe the influence of collegial emotional, instrumental, informational, and appraisal support in public charter schools on their career decisions in the southwestern region of the United States. House's theory of social support and Vygotsky's sociocultural theory were used as the theoretical foundation to support this study. The four research questions focused on how novice special education teachers describe the influence of collegial emotional, instrumental, informational, and appraisal support on their career decisions. Data were collected from 18 novice special education teachers through semi-structured, individual interviews and two focus groups. Thematic analysis was conducted to identify meaning patterns in the teachers' responses. Six themes emerged: novice special educators are more likely to stay when their coworkers provide emotional support to help manage emotional job demands, establish rapport and create a positive work environment, provide scaffolded support through modeling, mentorship, and providing resources, make time and are available to help, give advice to increase learning, and provide feedback to foster growth. The results of this study indicated that collegial support influences novice special education teachers' career plans. Recommendations for future practice were noted and included having administrators and district leaders develop and implement effective trainings centered around collaboration and the various types of collegial support in order to help retain beginning special educators. [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.]