Novice teacher induction is not well studied nor developed for non-native teachers in foreign countries. Consequently, there is a high turnover rate among novice teachers in those countries. This study aimed to gain a deeper understanding of the experiences, acculturation, and coping mechanisms of novice teachers in Honduras. The methodology that influenced this study was a blend of a phenomenological and intrinsic case study. This study used responses from semi-structured interviews, artifacts, and natural observations to answer the research questions. Data was analyzed using descriptive and in-vivo coding. After coding the interviews and artifacts, themes were grouped under the qualifying research questions. They struggled with loneliness and missing family, but they also spoke of the beauty of new friendships. Many struggled with being an immigrant and the challenges that accompany this. Based on data analysis, one of the areas that teachers utilized most was seeking support from other teachers. The proposed solution is to develop an induction program that supports professional struggles and cultural adaptation of novice teachers in Honduras. A mentor program that pairs a returning teacher with a new teacher may provide immediate support that can be utilized professionally and personally. Novice teachers often spoke of community in both personal and professional settings. As we provide this needed support, our teachers will become more successful in the classroom and navigating life in a host country.
