Learning to interact with other adults in a positive and productive manner is an important dimension of learning to teach. Novice special education teachers rely on others for support as they navigate the school culture, learn policies and procedures, and work to solve problems. Although interactions with adults can be helpful, they also can be challenging. Novice special education teachers are more likely to stay in teaching when they feel supported and part of the school community. Problematic interactions and communication may lead to perceptions of poor school climate, a factor associated with special education teacher turnover. An understanding of novice special education teachers' concerns can help administrators prepare mentors and plan more relevant induction programs. This Brief looks at these teachers' concerns related to inclusion, collaboration with general education teachers, and interactions with other adults. It offers some suggestions that administrators might use to help new teachers succeed.