The relationships in the process of orientation to the profession and the attitude developed towards teaching profession are considered as important as the knowledge and skills of teachers' performing their responsibilities and duties in an effective way. Specifically, the first years of teaching career as a guidance process have great place in introducing teachers their duties and responsibilities theoretically and practically. And this reveals the socialization concept. The bureaucratic and professional socialization concepts are mostly confused under the title of socialization of teachers. Professional socialization refers to the technical dimensions of the teaching profession, and bureaucratic socialization refers to the knowledge of laws, regulations, and a comparative process towards the formal-rational structure of educational institutions. In the present study, the opinions of beginning teachers on the process of professional and bureaucratic socialization in their schools were gathered. The aims of this study are to find out the practices made during both of the socialization types, the people from whom novice teachers get most support, to what extend these supports were successful, and which socialization type had emphasis in the schools. The study involved 13 teachers with 1 to 3 years of teaching experience. The semi-structured interview technique was used in data collection. The data were investigated with the descriptive analysis method. The findings showed that novice teachers believe that they are supported mostly by the teachers of the same field of study/branch or by other experienced teachers in their schools regarding professional socialization, and not supported by the school administration in any way. The participant teachers stated that the administration of their schools places more emphasis on bureaucratic socialization and the support of them on professional socialization fails to suffice for novice teachers.