This study focuses on the problems of professional adaptation of beginning teachers of secondary schools in Kazakhstan, paying special attention to the situation in the Mangystau region. The material of the article is based on the data of a questionnaire survey of 50 beginning teachers and interviews with representatives of the school administration. The work reveals the key difficulties faced by beginning teachers: documentation and reporting issues, lesson planning and organization, as well as discipline management in the classroom. Despite the identified problems, many beginning teachers positively assess the existing support system, emphasizing the importance of assistance from experienced colleagues. The article offers practical recommendations for improving the processes of professional adaptation, which is especially important against the background of the growing demand for quality education and the rapid development of the educational sphere in the region. In general, the study provides a deep understanding of the problems and challenges facing beginning teachers in Kazakhstan, and contributes to the development of strategies for their successful adaptation in a professional environment.