This qualitative descriptive study explores the perspectives of alternatively certified novice teachers regarding onboarding processes associated with district-selected curriculum in Louisiana during their first year of teaching. Addressing the issue of insufficient onboarding support, which impacts curriculum implementation, the study uses the Teacher-Centered Systemic Reform (TCSR) model as its framework. Data collection involved an open-ended questionnaire and virtual interviews with 40 novice teachers, 22 of whom completed the questionnaire and volunteered for interviews. Eleven were purposively sampled for a representative distribution across content areas, grade levels, and district contexts. The study revealed diverse experiences, emphasizing the importance of structured onboarding, targeted professional development, and mentorship. Challenges identified included inconsistent onboarding, unclear curriculum expectations, and insufficient training. Recommendations for improvement include standardized onboarding protocols, enhanced mentor support, and ongoing professional development tailored to alternatively certified teachers' needs. The findings highlight the necessity for refining onboarding processes to support novice teachers and improve their instructional practices. This study offers valuable insights into teacher education, emphasizing the critical role of effective onboarding in professional development. Further research is recommended to explore the long-term impacts of improved onboarding on teacher retention. [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.]