The expectations and demands of an instructional leader can be overwhelming for a first-year principal. Understanding the complexity of leadership in today's school system and meeting the needs in educating our minority students while working to meet state and federal guidelines is a challenging feat for any principal. This phenomenological study examined the lived experiences of first-year principals in Title I school in South Texas and identified effective strategies necessary to overcome obstacles to meet the demands in this new era of educational leadership. The results of this qualitative method of study brought to light the challenges novice principals face in a leadership role when assigned to a Title I school. Results revealed five significant themes: building relationships, knowing all stakeholders, COVID-19, lack of relevant experiences, and mentorship. Participants highlighted the significance of strong relationships with colleagues and stakeholders as a primary leadership behavior for leading the learning. They further emphasized the value of strong mentorship as imperative to supporting first-year principals. The findings show how to further serve, inform, and provide school districts, administrative programs, and school leadership support teams on how to engage in discussions as to the realities of school leadership experience and the connection between theory and practice. Based on the results, recommendations include how to enhance the foundation to prepare effective campus leaders for the future, extended mentorship, and the value we place on the human factor as a novice principal. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]