International studies have highlighted the importance of teachers’ perceived self-efficacy and preparedness on student learning and teacher retention. For new teachers – defined here as those with 3 years’ experience or fewer – quality pre-service and in-service education are the building blocks of a successful and rewarding career in teaching. Drawing on data from the Organisation for Economic Co-operation and Development’s (OECD) Teaching and Learning International Survey (TALIS) 2013, this paper compares new and experienced teachers’ perceived level of preparedness in content, pedagogy and classroom practice of the subject field(s) they teach, in addition to their reported levels of professional development needs in 14 other areas of professional development. The author concludes that linking content knowledge with pedagogical competencies and providing quality practical experiences in the classroom are integral to helping new teachers prepare for their career.