Considering the challenges of insertion and development programs for beginning teachers in current times, the objective of this research was to identify and analyze the experiences of teacher training characterized as a third space. It is noteworthy for this, the existence and constitution of this space, whose articulation of experiences and formative devices support labor relations, professional engagement and the permanence of these teachers in the teaching career. This is qualitative research, characterized as a descriptive-exploratory study, which is part of an ongoing multicenter research. For the moment, we present the devices for training, insertion and monitoring of beginning teachers hired for the schools of Montgomery County-MD, USA. The findings are representative because beginner teachers are under solid and specific training to focus on the state curriculum, receive support periodically and participate in training throughout the first two years of teaching. Montgomery County has a team of experienced teachers, with certification in Special Education and Health, which are requirements to perform as a supervisor of beginning teachers.