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The first year of teaching is the deciding factor w\udhether a new teacher will embrace this noble \udprofession or quit at the end of the school year. N\udo matter how equipped a beginning teacher \udis, there are intricacies and challenges that arise\ud especially in the first few months of being in \udthe battleground called classroom. Studying the liv\uded experience of new teachers can serve a \udtwo-fold purpose: it can  be therapeutic on their pa\udrt and it can help improve the experiential \udlearning  courses  of  undergraduate  students.  Using  a\ud  hermeneutic  phenomenological  design, \udthis  study  aims  to  explore  on  the  meaning  of  lived \udexperience  of  20  De  La  Salle  Lipa \udEducation graduates batch 2014 employed in various \udschools within and outside the province \udof   Batangas.   Following   Lichtman’s   (2006)   six-step   p\udrocess   of   Codes,   Categories   and \udConcepts,  key  themes  illuminated  from  the  study:  th\ude  real  classroom  is  an  entirely  different \udworld,  the  first  step  to  teaching  is  really  full  of\ud  challenges,  some  positive  personal  traits  are \udessential to survive teaching, teaching competencie\uds are crucial in the practice of the teaching \udprofession  and  Lasallian  education  plays  an  importa\udnt  role  in  creating  a  positive  attitude \udtowards  teaching  and  in  facilitating  their  transiti\udon  to  it.  Results  will  be  important  in \udenhancing  current  practices  in  teaching  pedagogy  co\udurses  and  in  designing  interventions \udnecessary for curriculum improvement

Transition into teaching - The lived experience of De La Salle Lipa education graduates: A hermeneutic phenomenology