Beginning teachers experience various challenges as they strive to develop their teaching in new environments. In this paper, we explore the challenges faced by novice language teachers and the support needed to address these. For this purpose, recent studies on the experiences of novice language teachers were reviewed. Three major themes were prevalent in research on this issue: support, identity and pedagogy. In the paper, we discuss each area and a selection of related studies. In addition, to present a specific case, we highlight the results of an exploratory semi-structured interview we conducted with a novice language teacher at a university in Cyprus. The results underscore the criticality of addressing challenges faced in initial years of teaching. Since beginning teachers make decisions to either stay in the profession or drop out, instead of alienating novice teachers, educational leaders ought to organize collaborative opportunities with beginning teachers. Such endeavors may help provide the necessary environment fostering safety, belonging, and self-esteem for novice teachers.