This qualitative phenomenological inquiry listened to the voices of five novice teachers from a rural area in New York about their encounters with classroom management and their perceptions of job satisfaction and retention. Data were triangulated through the use of four audio recordings, an online focus group featuring two online discussion board topics and two online discussion board replies, and two individual phone interviews per participant. Data analysis resulted in nine emerged themes. Findings indicated that participants felt (a) experience was necessary to succeed; (b) issues with classroom management are part of the job; (c) approaches to classroom management were unique to the individual; (d) teachers rely on each other for support; (e) classroom management was linked to job satisfaction; (f) dealing with disruptive students was emotionally taxing; (g) teachers love to teach; (h) teachers are resilient and desire to stay in the profession; and (i) teachers would welcome additional practical classroom management training. Implications highlighted the need for additional teacher training, the development of a peer network, and support for teachers dealing with the emotional aspect of the job. Suggestions for future research are provided.