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Four researchers collaborated on this multisite qualitative case study that examined 11 novice art teachers negotiating their way through their first year of teaching. Participants in three states were selected through a criterion method sampling strategy. The subjects were employed in rural, urban, and suburban public school districts. Researchers conducted 3-4 structured interviews using the same time line and interview protocols during the 2005-2006 academic year. Results indicate that, as novice art teachers assimilated into their respective school cultures, logistical and classroom management issues were of primary concern. Successes reported included a sense of community with their students, improving dialogue about art, and showcasing their art program. Universities face numerous complexities and problems within the process of teacher education (Brewer, 2006). In addition, state and national mandates cover a breath of issues, including legal and professional issues, mainstreaming students with special needs, assessment, interacting with students, learning styles of students, technology, designing and implementing curriculum, and many more (Galbraith, 1997). Clearly, teacher education programs seek to prepare future teachers for successful careers. Yet, once preservice students graduate from university preparation programs, little research has examined how these recent graduates, now novice art teachers, navigate their way through their first year of teaching. To begin to fill this gap in knowledge about beginning teachers, this qualitative study was conducted by four university faculty researchers involved in art teacher prepa

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