During the first years of teaching, new special education teachers (SETs) face many unique challenges as they work to establish themselves as professionals. Upon entering the classroom on the first day of instruction, SETs are expected to be prepared, and they are presented with a daunting list of responsibilities and expectations, including the need to be equipped to: (1) understand the characteristics and needs associated with multiple disability categories; (2) develop and implement individualized education programs; (3) collect progress-monitoring data and manage data collection systems; and (4) communicate and collaborate effectively with parents, co-teachers, administrators, paraprofessionals, and other stakeholders. In this article the authors offer: (1) two promising practices to help beginning teachers navigate the initial challenging years on the job; (2) three reliable resources to assist in planning and implementing evidence-based practices (EBPs) for SWDs; and (3) one thought to keep in mind during the first few years of teaching special education.