Purpose: Guided by the cultural relevance cycle, this study examined experiences of two novice physical education teachers in urban schools. We focused on successes that teachers encountered while navigating their novice years. Methods: Two purposefully sampled participants completed five journal entries and five semistructured interviews lasting between 45 and 90 min each. To promote trustworthiness, we utilized multiple coders, a peer debriefer, and triangulated data from multiple sources. Participants reviewed themes and responded to researchers’ interpretations. Results: We present the results through three major themes. The first theme involves knowledge of students and community. The second theme describes belonging in the school and community, and the third theme discusses curricular realignment. Discussion and Conclusion: By focusing on elements that empowered novice teachers to find success, initial teacher preparation programs and in-service teacher mentoring programs in urban school districts might identify teaching experiences that may contribute to novice teacher retention.

目的：本研究以文化相关性循环为指导，考察了城市学校两名体育新手教师的经验。我们重点关注教师在新手时期所取得的成功。方法：两名特意抽样的参与者完成了 5 份日记和 5 次半结构化访谈，每次访谈持续 45 至 90 分钟。为了提高可信度，我们利用了多名编码员、一名同行汇报员并对来自多个来源的数据进行了三角测量。参与者回顾了主题并对研究人员的解释做出了回应。结果：我们通过三个主要主题展示结果。第一个主题涉及学生和社区的知识。第二个主题描述学校和社区的归属感，第三个主题讨论课程调整。讨论和结论：通过关注使新教师取得成功的要素，城市学区的初始教师准备计划和在职教师指导计划可能会确定有助于留住新教师的教学经验。