The teaching profession has always been a difficult one. This reality has only continued since the COVID-19 school closures as many teachers were attempting to return to "normal." For novice teachers (within their first five years), they did now know what normal was and therefore could not return to it. This group of teachers continue to struggle in their teaching practices while little specialized support exists for them in their schools and their districts, furthering their feelings of isolation, anxiety, and frustration. This hermeneutic phenomenological study uses Biggs' 3P framework to illustrate the experiences of novice teachers in an urban school district teaching students with special education needs. This study aimed to uncover the Presage and Process factors that currently exist for study participants and find the gaps that exist in their training and in their teaching practices. The participants shared how they developed self-efficacy during the COVID-19 school closures, where they found their mentoring, and the barriers that continue to exist in their schools and in their practice. Most importantly, this study shows the systemic issues that provide further challenges for these novice teachers to appropriately accommodate and modify for their students that require additional support through special education services, something that all novice teachers believed they did not have enough training for. Novice teachers are the foundation of our education system. This study looked at the factors that contributed to their success and the situations that require improvement and further support. [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.]