Transitioning from a student to a practitioner can be a very difficult and challenging period in one's career. Early career school psychologists are not only responsible for adapting to the everchanging and fast paced work of school psychology but must also deal with adjusting to a new career. This qualitative phenomenological study focused on shedding light to the challenges that are encountered by early career school psychologists. Additionally, it set out to discover the strategies, methods, and resources that they use to overcome these obstacles. With the purpose to answering the four main research questions of this study, thirteen participants who were in their first to second year of practice were interviewed with approved semi-structured opened ended questions. Research findings found that early career school psychologists confronted various challenges and used multiple strategies and instruments to combat such challenges. Based on the findings from this study, the researcher developed the M.A.R.S Model of Supporting Early Career School Psychologists in the hope that it can be utilized to guide school districts in supporting early career practitioners. [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.]