The experiences of first-year, tenure-track faculty have been missing in the literature about new or junior faculty. Furthermore, the extant literature about new faculty does not offer a critical outlook on how oppressive institutional structures shape how first-year faculty of color approach faculty work. Drawing from analytical narratives, the authors reframe how doctoral student socialization and new-faculty support systems are discussed, especially pertaining to first-year faculty of color. In doing so, and utilizing narrative inquiry as a methodological framework, the authors draw out the distinct voices of new faculty of color. The implications offered are important for scholars who study faculty experiences and for faculty advisors to doctoral students interested in the professoriate.