Beginning teacher development involves both a personal and professional reorganization of major individual investments. In a longitudinal study of first-year teachers across the first year of teaching, these dual processes were found to significantly challenge beginning teacher development and confidence. In this paper, the simultaneous development of the new teacher as an emergent adult and emergent teacher is examined through the language of new teachers participating in a first-year support group. Findings suggest reduced concerns for self as a classroom disciplinarian and increased concerns for human relationships within the classroom and in achieving perceived success in creating a safe and caring environment for students. Strong concerns for students and others emerge and overtake concerns of self during the second half of the novice year. Implications for programs that emphasize a caring environment in teacher and adult development, induction and future research are discussed.