This qualitative systematic review synthesizes the challenges and recommendations for novice English as a foreign language (EFL) teachers in the Turkish context. To this end, this study reviewed the studies which investigated the challenges encountered by novice EFL teachers and the recommendations for dealing with these challenges. Empirical studies published between 2010 and 2020 and those that appeared in locally and internationally peer-reviewed indexed journals as well as theses and/or dissertations were searched thoroughly in the literature. Adhering to the steps of the systematic review process, nine studies which fit the predefined inclusion criteria were selected and meticulously examined. As a result of the analysis, the data were categorized under two main themes as challenges and recommendations. Specifically speaking, the analysis yielded two major themes related to common challenges novices face: professional and social adaptation challenges. Also, the overall analysis indicated recommendations in relation to pre-service teacher education and in-service teacher training. In the final section of the study, this review not only offers a discussion of challenges that novice EFL teachers experience but also provides future directions and implications for novice EFL teachers as well as all the stakeholders including mentors, teacher trainers, and school administrators.