This study investigated how novice teachers in urban schools manage the transition from preparation to practice. Through the lens of teacher efficacy, the research presented herein was built around two groups of guiding questions: (1) Do novice teachers in at-risk urban schools feel adequately prepared to effectively perform the task of teaching? Does this impact retention and commitment to teaching? (2) If teachers in at-risk urban schools feel less prepared than others do, why do they feel this way and how do they explain how it impact their teaching? These questions were addressed using a two-phase explanatory sequential mixed-methods design. The first, quantitative, phase involved the analysis of nationally representative data from the 2007-2008 Schools and Staffing Survey (SASS), 2007-2008 Common Core of Data (CCD) and the 2008-2009 Teacher Follow-Up Survey (TFS) (All NCES data sets). The second, qualitative, phase consisted of interviews with novice teachers working in urban schools. Analysis reveals that, when compared with novice teachers in other school, novice teachers in urban schools are less prepared for teaching (based on measurable qualifications). What is more, when compared with teachers holding similar qualifications, novice teachers in urban schools also feel less prepared (as measured by teacher efficacy). Novice teachers who feel underprepared for teaching, furthermore, tend to have significantly lower levels of commitment to teaching and first-year teachers who feel underprepared are significantly more likely to leave teaching or switch schools. Teachers explain that feeling underprepared is most likely the result of a collection of urban-specific stressors that they were not exposed or prepared for to during teacher training. This study finds support for teacher-training programs focused on increased exposure to urban students and schools, direct guidance regarding several of the urban-specific stressors and an explicit philosophy of education. These findings, by uncovering the knowledge and experiences that novice urban teachers often lack during the first year, also support the need for high quality, district-specific induction programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]