This qualitative study explores philosophies, life experiences, educational preparation, classroom techniques, and perceived limitations that enhance or prevent a feeling of successful teaching practice for six middle school science teachers who have at least one but no more than four years of science teaching experience. The study was conducted in two middle schools in a large school district in South Central Texas. Data were collected using a variety of sources including participant opinion documents, formal and informal interviews and observations, team and science department meetings, field notes, and photographs. Analyses of data resulted in information about personal characteristics and experiences that typify an effective novice science teacher, barriers that discourage teachers from remaining in the teaching profession, classroom techniques that appear to contribute to a successful learning environment, and suggestions to assist the new teacher in coping with the stresses associated with the induction years. (Contains 15 references). (Author)