The purposes of this pilot study were to identify the lived experiences of a small group of first-year early childhood and elementary teachers to determine their levels of confidence (self-efficacy) and to generate ideas for improving the teacher preparation programs these new teachers completed. The researchers used qualitative methodology including focus groups with the teachers, interviews of the principals who hired them, and a self-efficacy survey to gather data. Results indicated that teachers were challenged by the realities of teaching every day compared to their expectations. This included the challenges within the day, the structure of schools, and a disconnect between teachers and administrators. In addition, teachers' self-reported ratings of self-efficacy contradicted their focus group discussions in some cases.