Welcoming new students into schools and classrooms is a common occurrence in the lives of Canadian educators. The profile of the new student varies as does the reason for the school move. Some students may make many school changes; some students may only move once. Regardless of the reason or number of moves, they will all experience being the new student. This research study seeks to inquire into the experience of being a new student and opens with my own experience of a school move in the third grade. Literature is presented about mobility and considerations for researching with children. To better understand the experience of being a new student I met with five participants ranging in ages from 8–15 and engaged in conversation with them. I asked the participants what was helpful or not helpful for them as they sought to navigate their new school environment. In addition to our conversation, two of the participants chose to illustrate their first day experience. These participants indicated that this first day was not easy and had suggestions as to how to make the first day experience better. The purpose of this study is to help those of us who work with young people reflect on our practice, on our attitudes, and how we welcome new students into our classrooms. Suggestions from the research and children’s ideas are provided; however they are not answers, as each situation is unique. Keywords: narrative, mobility, education