Presented in this article is a case study of first-year teachers working in an urban school. Drawing on literature around the early-career experiences of teachers--including a unique vulnerability for emotional turbulence and belief change--this article examines the changing beliefs of brand new urban educators as they progress throughout their first year as teacher of record. Findings suggest that new teachers are more likely to change their beliefs when they undergo various stages of emotional conflict. Specifically, teachers were more likely to change their beliefs about teaching and what it means to teach for social justice during the survival and disillusionment phases of the Moir (1990) model. New teachers were also more likely to turn to more experienced teachers than new teachers for advice and insight. Implications for classroom practice and policy concerning social equity are discussed.