Through the use of the real-life experiences, struggles, and stories of a dozen novice teachers, Scherff (Univ. of Alabama) and Daria (practicing educator) present an informative insight into the life of a first-year teacher. A key concept advanced in Stories from Novice Teachers is that "new teachers must have the time to focus on learning opportunities of the first year of teaching." The authors encourage administrators to be ready to assist first-year teachers with "those issues that detract them from their abilities to teach," which include inadequate mentoring, additional extra-curricular responsibilities or duties, insufficient knowledge of school/district rules, lack of administrative communication and/or encouragement. The stories of these novice teachers and the authors' use of "Questions for Administrators" can certainly inform district-level administrators about ways to assist new teacher development. However, with the issues and needs facing any first-year teacher, as well as any master teacher within a given year, it may be that more succinct assistance is contained in Lane's response in the epilogue: "I've realized that to find success as an educator requires one to focus solely on the well being of his or her students, not the external forces that are beyond anyone's control anyway." Summing Up: Recommended. Upper-division undergraduate and professional collections.