Abstract. The purpose of the study was to identify the challenges beginning teachers face with in their first years in the profession and their sources. A multiple-case study design was conducted. Purposeful sampling was used and participants were three beginning teachers who started their teaching career in Eskisehir at the beginning of 2014-2015 schooling year. Data were collected through semi-structured individual interviews, observations, unstructured individual interviews and open-ended questionnaires throughout one schooling year. Data were analysed inductively. Cross-case analysis followed within-case analysis of each beginner teacher case. The common emerging themes were classroom management, preservice teacher education, organizational procedures, students and personal/professional development oriented challenges. Implications for preservice teacher education curricula are to increase the teaching practices/practicum and to be more rigorous in these courses. In further research, an action research design study might be beneficial to understand the challenges in this critical period and to attempt to overcome them.
Keywords: Beginning teacher, first year in teaching, multiple-case study, inductive analysis.