Drawing on literature around the first-year experiences of new teachers working in urban schools, this article examines the changing beliefs of brand-new urban educators as they progress throughout their first year as teacher of record. Using the Moje and Luke (2009) theoretical framework for identity formation and development, this study examines how teachers' beliefs and dispositions develop in tandem with teacher identity through various social interactions. Findings suggest that new teachers are more likely to change their beliefs when they undergo various stages of emotional conflict and will turn to more experienced colleagues at their new school for advice and insight. This can contribute to belief change and affect classroom practice. Teachers were more likely to change their beliefs during the middle of the school year. Implications for teacher induction and development are discussed.