'Good faith' refers to the existentialist concept of living and acting in harmony with one's innermost values. An educator who teaches in good faith will fully actualize her philosophy of teaching in the classroom, which leads to greater job fulfilment and a higher likelihood of retention in the profession. Currently, much of the extant literature refers to teachers needing greater "emotional support," but this original phenomenological study uncovered the need for deep supports, defined as adaptive methods for helping educators define, develop, and enact their values and beliefs in the classroom. The study hypothesizes that the need for deep supports has never been fully explored because the language of the educational industry does not fully attend to this aspect of teaching. To that end, this study explored the relationship between school environment and the development of good-faith teaching in first-year educators with the goal of providing language and a conceptual framework to understand the ways in which first-year teachers enact their emerging identities in the classroom. Ultimately, the study links good faith teaching to teacher retention and provides indicators of school environments that provide deep supports for teaching in good faith.