The learning curve is high for novice special education teachers. They must assume full teaching responsibilities, while at the same time become familiar with district and school policies, curriculum, and assessment policies and procedures. They are expected to build relationships with administrators, teachers, paraprofessionals, families, and other service providers. For the most part, novice special education teachers have the same responsibilities as their more experienced counterparts, even though they may lack the knowledge and skills of their more experienced peers. The range and volume of responsibilities can seem insurmountable to novice special education teachers. In fact, many do not see their workloads as manageable. Challenging work conditions--such as an uncertainty about their roles and responsibilities, time pressures, heavy caseloads, scheduling difficulties, paperwork, and routine requirements--can contribute to their decision to leave teaching. An understanding of novice special education teachers' concerns can help administrators prepare mentors and plan more relevant induction programs. This Brief looks at these teachers' concerns related to managing their complex and challenging roles. It offers some suggestions that administrators might use to help new teachers succeed.