This book is a descriptive, analytical qualitative study researching into the lived experiences of eight new teachers' emotions and emotional experiences in the context of school and classroom in their first two years of professional practice. Abundant emotions were reported and different strategies emerged as the new teachers attempted to adapt to the personal and situstional experiences they encountered. As revealed by the research findings, the strategies that the new teachers employed, were not 'coping' strategies for that did not capture the dynamics and multifaceted nature of the teacher's situations. What the research discovered, was that the strategies were essentially adaptive and they were also intensely personal even though the new teachers were responding to socially and professionally situated environments in school; the book therefore employed the notion of 'Personal and Situational adaptive Learning' (PSAL) to describe the strategies. Moreover, the book describes the acquisition of Personal and Situational Adaptive Learning of the new teachers on one hand, and, on the other, the growing and outgrowing of the new teachers in their process of learning to teach.