New teachers entering the profession are leaving within their first few years, with half exiting the profession in the first five years. The purpose of this qualitative case study was to examine the experiences of new elementary school teachers regarding their assimilation into a new school environment. The primary research question involved teachers' views regarding their preparedness to adapt to new school climates. This study was based on Astin's involvement theory. Triangulated data collection included in-depth interviews with 8 new elementary school teachers, observations, and personal memos. Line by line axial and theoretical coding procedures were used to identify emerging categories. The emerging themes concerning the teacher assimilation process were (a) mentoring, (b) isolation from school administration, and (c) the need for induction programs. Implications for positive social change include strategies to better prepare teachers to enter the school year, which may lead to more effective teaching and increased student achievement. [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.]