This critical case study examines the experiences of teachers who are within their first three years of teaching; specifically, this study sought to understand new teachers' level of self-efficacy as it pertains to teaching for diversity, equity, and inclusion, as well as the barriers that exist to doing this work and the supports that new teachers need. Generally, new teachers describe feelings of fear, as well as a lack of time and a general feeling of being overwhelmed. I center the voices of new teachers and highlight where teacher preparation programs fall short and how to support new teachers on a path to becoming transformative educators.