Beginning teachers are the group of teachers most at risk of leaving the profession, while research has shown that novice teachers who receive support, such as mentorship or cohort programs, are more likely to continue to teach than those who do not. This study explored supports that beginning teachers in an alternate route graduate program in Mississippi experience and perceive as beneficial. A qualitative research design utilizing a phenomenological approach was used to explore the lived experiences of participants and supports they experience as beginning teachers. Thirteen beginning teachers, each teaching for less than three years, were interviewed using a semi-structured interview protocol. A social support framework provided a lens for examining supports and "un-supports" that these beginning teachers experienced. In vivo and pattern coding were used to generate codes based on participants' words and organize them into categories. Provisional coding applied codes from the theoretical framework. Major findings were that beginning teachers benefit from a network of people supports and from a structured program that provides intentional and multiple forms of support. In addition, teachers want to help and support each other. Findings suggest that beginning teachers should be provided an intentional orientation at one's school and connected to a wide range of people supports in one's district. Structured programs should be established through which to scaffold supports for beginning teachers, and teachers should be provided time and space to talk to each other and collaborate. [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.]