The current neoliberal policy regime that has dictated school reform policies such as standardized testing and performance accountability challenges the professional values of teachers. As a result, they become policy subjects who either accept or resist the neoliberal agenda. Given the high turnover of novice teachers in schools governed by neoliberal policies, this study sought to understand first-year teachers' feelings of efficacy and career decisions. This paper applies Duncan-Andrade's (2009) theoretical concepts of "false" and "critical hope" to the narrative experiences of three first-year teachers working in high-poverty schools. The findings indicate that teachers' ideologies may match the "false hope" of equal opportunity and hard work that are embedded in the neoliberal policy regime. Additionally, first-year teachers may also develop some skepticism of the polices they are forced to implement. However, if they are unsure how to express their skepticism, they may experience hopelessness over time. This paper argues that "critical hope" presents an opportunity for teachers, administrators, and students to confront neoliberal policies that contradict their vision of schooling and provide a less prescriptive, more universal education. Additionally, it reveals insights into how policy regimes impact the experiences and identities of novice teachers.