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This article is based on the findings of recent research into the experiences of new lecturers at the University of Brighton, UK. Although we initially gathered data for internal purposes, we now know that the issues raised by our project are not unique to Brighton. We therefore wish to share our results with a wider audience, in order to raise awareness of the needs of new university lecturers and to improve the support they are offered as they develop into their roles. We present qualitative data on the experiences of 17 new lecturers at Brighton, focusing particularly on the following themes: induction, teaching, interactions with students, relationships with colleagues, and opportunities for research. Our discussion particularly highlights the importance of induction in properly preparing new lecturers and providing vital information and support. We set our project within the wider higher education context, both UK and international, and within recent literature on new lecturers' experiences.