This research aims to identify and prioritise the professional needs of novice teachers using the Delphi technique. This qualitative, emergent design employs semi-structured interviews to collect data and the Atride-Sterling style for thematic analysis. Twelve novice teachers with different educational qualifications were purposively selected, and the data were analysed using MAXQDA, which revealed five inclusive themes, 23 organising themes and 79 basic themes. The results indicated that the professional needs of novice teachers, based on their priority, include economic, social, administrative, emotional, and educational needs, which are interconnected. The results also indicate that the needs of novice teachers are in line with Maslow's hierarchy of needs. By capturing holistic data on needs rather than just professional needs, our study's approach has uncovered something obvious but missing from the extant literature on the needs of novice teachers: only when their basic needs are met can they focus on their role as teachers. In the West, where salaries may be lower than similar professions, teachers still make enough to meet their basic needs. In Iran, this is not always the case. This study suggests new priorities in novice teacher support that are essential before professional educational support can be effective.