This study delved into the experiences of novice secondary teachers (NST) in California, with a focus on the support systems and preparation programs that influence their professional growth. Through two interconnected phases, district support systems were analyzed via interviews, followed by NST interviews to gauge their perceptions of support. Key questions revolve around support system availability, NST' perceptions, and differences between traditional and alternative program graduates. Insights aim to guide school leaders and educators responsible for teacher preparation. Thematic analysis uncovered common themes among NST, enriching literature on novice teacher support and retention. Findings emphasize the pivotal role of support systems to nurture NST' commitment to teaching and suggest avenues to provide further support and retention. This research holds significance for teacher preparation and offers insights for practitioners and policymakers. By addressing critical gaps and illuminating NST' experiences, findings lay a foundation for future initiatives to strengthen teacher retention and confidence across California's educational landscape. [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.]