Family and consumer sciences (FCS) continues to experience a teacher shortage. Previous research indicated that over half of all states struggle to hire qualified FCS teachers. For schools with FCS teachers, retention remains a challenge. Administrators and college-preparatory programs can address teacher retention by providing resources and support for a positive first-year teaching experience. Previous studies and literature reviews have cited a variety of qualities that distinguish satisfied teachers from unsatisfied teachers, including educational preparedness, stress management, classroom management skills, curriculum, and external relationships. The purpose of this literature review is to examine each quality associated with a successful first-year FCS teaching experience and address potential challenges that first-year FCS teachers commonly face to encourage retention of novice teachers.