University teachers of English for Specific Purposes go through a rather difficult period during the first years of their profession because within their studies at universities they are usually prepared for teaching English for General Purposes at secondary schools. Therefore, their previous education does not provide them with the necessary knowledge they could use to create their pedagogical content knowledge. The book aims to familiarize the reader with these teachers’ subjective perceptions of their own professional beginnings, specifically from their retrospective view of the first three years of teaching English for Specific Purposes at universities. The novice teachers’ professional development has been investigated on the basis of a mixed research design where the method of semistructured interviews carried out with several respondents has been supplemented with electronic questionnaires sent to all Czech university teachers of English for Specific Purposes.