New teachers, especially those who are not certified in education, need support to succeed at teaching and remain in the profession. Because there is a growing national shortage of science teachers, many school districts are forced to hire teachers who have science degrees but little training in education or experience teaching. Research shows that without effective support and professional development, 66% of those new teachers will quit the profession within three years. This article describes a research study of new teachers who have provisional licenses which revealed specific supports that are beneficial. The study was conducted by the New Science Teachers' Support Network (NSTSN), a collaborative effort of George Mason University and local school divisions to help uncertified science teachers succeed at teaching and remain in the profession. Using retired science teachers as coaches and taking methods courses as a cohort were two supports that led to improved student test scores. Through their work with uncertified science teachers, the authors found that establishing supportive working conditions, a supportive school culture, in-classroom support, and quality courses in how to teach science makes new science teachers more aware of what they must do to be effective teachers, supports an increase in their instructional competency, and results in statistically significant better student achievement compared to new science teachers who did not receive support.