This study examines the relationship between two first-year teachers and how organizational behavior influences their socialization when implementing an external mandate. The primary interests of this qualitative study are the organization behavior related to socializing newcomers, the manner in which new teaching roles and behaviors are realized, and the potential tension that can exist between what teachers believe their role should be and the role expectations of the organization. The findings suggest that how schools react to external mandates can influence the manner in which new teachers are socialized into their new role, potentially resulting in less desirable teaching practices.