Abstract
This study investigated the lived experiences of 11 teachers who immigrated recently from four African countries to teach in Florida schools. The study explored their perceptions, expectations, lived experiences and realities during their first year of teaching in US public schools in south-west Florida. In this qualitative, phenomenological research design, using field notes and in-depth individual semistructured interviews with the immigrant teachers, three themes emerged from the thematic analysis. These were: 1) challenges facing immigrant teachers from African countries during their first year of teaching; 2) adaptation to a completely different culture and the related culture shock; and 3) support from their employers (the school district) and local communities.
