Beginning special education teachers can face a number of challenges. Specifically, beginning special educators (a) have insufficient preparation in certain areas, (b) encounter school-prescribed practices or professional cultures that differ from their preparation and best practice, (c) manage diverse caseloads with a range of academic and behavioral goals and needs, (d) interpret assessments, (e) supervise paraprofessionals, and (f) collaborate with a wide variety of others (e.g., administrators, co-teachers, parents, outside agencies). Yet, each of these challenges must be navigated in order to teach students with disabilities successfully and to establish long-lasting, fulfilling careers in special education. This article provides practical strategies and resources for successfully navigating these issues. In this article, we describe how self-assessment can be used to develop, execute, and evaluate a professional growth plan and how performance feedback can be used to build fluency in using effective practices for teaching students with disabilities. We provide recommendations for high-quality practitioner-focused journals, web-based resources for identifying and implementing evidence-based practices, and professional development resources to assist special education teachers in navigating the beginning years of their careers.