The need to support and retain beginning teachers has become critical given: (1) the shortage of teachers in certain disciplines, and (2) the current emphasis on teacher qualifications and student achievement. In this study, five first year special education teachers in the southwestern section of the United States provided information on the persons and activities that supplied them with much needed and valued support. The results indicate that having a strong network of support and a variety of resources positively influenced these teachers' ability to focus on student learning and on their intent to remain in their positions.