This study identifies the academic and social aspects of new faculty members and examine intensely their preparation and socialization experiences during their graduate study as well as in their first three years as a faculty member, and the impact of these factors in faculty successful academic and profession socialization within their new institutional environment. Results of the investigation indicate that there were many things in common between research's interviewees. Majority of them referred to the importance of graduate study in their transition and preparation for their new positions as a faculty member, including the level of rigor of writing and reading, the essential role of senior faculty and peer support. Also the GTA and GRA position, the dependent instructor, and the committees they had involved with helped them teaching and interacting. Several of them asserted that they had some transition difficulties to the new institution, new city environment, social barriers, and the differentiations in institution and department culture. They complained about the ambiguity of their department and institutional expectations, the competitive environment within the department, and the level of responsibilities, autonomy, and freedom that they did not expect. It is suggested that individuals responsible for new faculty orientation take further steps in helping newcomers feel welcome, comfortable, and easily adapt to their new work environment.