Transitioning into a new role can be difficult in any walk of life, and this is no different for physical educators entering a new teaching environment. In a new setting, a physical educator may go through a socialization process where beliefs, attitudes, behaviors, and teaching philosophies are influenced. Teacher socialization research suggests when individuals enter the educational process they go through three distinct phases of socialization: (1) recruitment socialization; (2) professional socialization; and (3) occupational socialization. The third phase of socialization is broken down by Stroot, Faucette, and Schwager (1993), who suggest occupational socialization carries with it four main issues: (1) marginalization or isolation; (2) role conflict; (3) reality shock; and (4) wash-out. In this article, the authors examine these four issues further, and discuss strategies that may be used by a mentor or administrator of new physical education teachers to help reduce the negative effects of the socialization process during the first few years of teaching.