The purpose of this qualitative study was to discover new teachers' expectations of building administrator support compared to their lived experience in the first year of teaching in a new district. This study also investigated how those supports (or lack thereof) impacted their decision to stay in their current assignment, their current district, or the teaching profession. Thirteen teachers from two urban districts participated in this study, which uses the Grounded Theory method. Over the course of four months they provided insights through a group interview, journal writing about new teacher/administrator interactions and a final individual interview. Results indicated that new teachers wanted specific supports from administrators, like Pre-Structure supports, which were defined as establishing guidelines, expectations, and procedures. They needed systems in place in order to know how to "do" the work according to vision, culture, and climate. The second source of support was in Resources and Availability, defined as access to their administrators for evaluation, feedback, resources, training, and collaboration with other colleagues. The findings from this study demonstrate that administrators need to find ways to establish and maintain systems to support new teachers, and to ensure that new teachers have access to all of the tools they need to do the job well. Administrators also need to provide the environment for new teachers to interact with colleagues, collaborating and receiving other supports. Having these supports in place will directly influence a new teacher's decision to leave or stay at the end of Year 1. [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.]