The case study presented in this paper describes and articulates a beginning teacher's perceptions of the key rules, roles, and relationships within the context of the technical culture of an inner city elementary school. Data were collected through interviews, participant observations, and teacher and school produced documents. Experienced teachers, the principal, assistant principal, and counselor also supplied information. Results provided an understanding of the experiences of first-year teachers and the world in which they work and revealed the teacher's subjective reality, and perceptions and practices within that reality. In addition, it was determined that the beginning teacher's reality was largely derived from perceptions of what she believed the rules, roles, and relationships to be rather than the actual technical subskills delineated on a checklist or in the school handbook. Based on evidence from the investigation, it was suggested that assistance to beginning teachers be given within the context of the situation rather than any mythological uniform teaching culture. While checklists and other generic instruments may be helpful, this study emphasizes the importance of the subtle and complex nature of a first-year teacher's experience and socialization within the context of a technical culture. (Contains 25 references.) (LL)