This study examined first-year teachers' (FYTs) experiences at high poverty and non-high poverty schools, exploring their emotional responses to critical incidents. Twenty-eight FYTs were interviewed. The results highlighted the influence of FYT's interactions with students, coworkers, administrators, and parents on their emotions. FYTs at high poverty schools had a higher frequency of positive interactions with students, whereas FYTs at non-high poverty schools had a higher frequency of positive interactions with parents. FYT at both school types reported an equal number of negative interactions with their administrators and colleagues. Most notably, FYTs at high poverty schools significantly reported negative emotions over high-stakes testing in contrast to their counterparts at non-high poverty schools. FYTs' future goals included pursuing master's degrees, continuing to teach and/or becoming teacher leaders. Eighteen percent said they planned to leave the profession altogether.