The purpose of this paper is to summarize research about the experience of newer instructional leaders in Jewish day schools in order to identify best practice in supporting them. Data is drawn from the results of a narrative study that explored the socialization of ten Jewish day school principals in the first three years of their first position and from over a decade of individual coaching of over 270 Jewish day school leaders. Newer leaders in Jewish day schools experience similar challenges to leaders in public schools, feeling overwhelmed and unprepared, along with additional complicating factors unique to these schools. These leaders frequently do not have sufficient preparation for their new roles and this can lead to burn-out if leaders are not sufficiently supported. Designing internal and external support that is aligned with the early challenges eases this transition. External support includes a cohort of other newer leaders and coaching. Internal support includes specific actions on the part of both the head of school and the rest of the leadership team in a structured and proactive socialization into the new role.