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The Online Journal of New Horizons in Education

Purpose of this study is to investigate new teachers’ first day expectation, challenge and coping strategies. In order to investigate this phenomenon 16 pre-service early childhood education teachers studying at the same teacher education program were interviewed immediately before their graduation. Participating teachers started to teach at different cities in public schools. Then, researchers contacted with them at the end of the first semester they taught to have another interview. Moustakas’s (1994) phenomenological analysis was utilized to analyze the data. Findings have revealed that pre-service teachers were aware of some problems that they would probably encounter in their first day of teaching such as crying children. Yet, teaching children who did not know Turkish or teaching 56 children in their first day were not exactly what they expect initially.