Novice teachers in the United States are leaving the profession at an alarming rate. The support provided to novice teachers often includes mentoring, professional development, administrative support, and collaborative time with others. The perceptions of novice teachers on the support systems were examined to understand the lived experiences of novice teachers. This study examined novice teachers' perceptions of the support they received throughout the school year and their role in deciding to stay in or leave the teaching profession. Eight novice teachers in the United States were surveyed and interviewed to understand their lived experiences with the support provided throughout the school year. The results showed the importance of focusing on the individual and their needs in the support provided to novice teachers. Although the role of the supports in the decision to stay in or leave the teaching profession widely varied, the results demonstrated the importance of a supportive school culture because the participants relied on many staff members for support. A supportive school culture emphasizes soft skills, listening to the needs of novice teachers, and implementing support based on their needs. With the growing need for teachers, school and district leaders must listen to novice teachers' individual needs and foster a supportive school culture. [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.]