The article explores a new teacher's perceptions of rules, roles, and relationships in an inner-city elementary school. The study used interviews, observations, and documents to understand the teacher's experiences. The findings show that the teacher's reality is shaped by her beliefs about the school culture, rather than official guidelines. It suggests that new teachers need support tailored to their specific situations, rather than a one-size-fits-all approach. The study highlights the complex nature of a first-year teacher's experience in a technical culture.