What principals think new teachers need and provide, and what new teachers say they need and receive are not necessarily the same. Whether this disconnect is merely a difference in perception or reflects actual discrepancies in program planning and implementation, the core issue is that there can be miscommunication about how building principals can provide new teachers with pragmatic assistance. What is of interest in this study is whether principals have the same understanding as new teachers, if principals' actions toward new teachers reflect understanding and support of the research, and whether the new teachers under the principals' tutelage are receiving it. This quantitative survey study focused on teachers new to the profession and in their first three years in the classroom. The study explored five support actions by building principals (N = 70) to determine whether they are executed and/or facilitated and the usefulness of each action for instruction or personal/emotional use to new teachers (N = 74). Each of the support actions, walk-through visits, formal observations, informal conversations, colleague observations, and mentoring were found to be moderately to highly useful. With the exception of colleague observations, each action was offered and/or facilitated by the building principal. Colleague observation was not facilitated at a rate congruent with the usefulness indicated. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]