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Could be easy to find interesting studies about the influence of some factors (personal, social, institutional, etc.) as facilitators or inhibitors of adequate academic transition from student's perspective. This paper describes the process of academic adjustment to high education college from the perspective of first-year teachers. Underlies also the relationship between faculty motivation and satisfaction and students retention. Collect opinions of first-year teachers could result of particular interest. They can have an important influence on students, being a reference for them. Could be possible to identify some profile of first year teachers, not only in terms of the characteristics of the discipline to be taught, but also the student's profile and the characteristics of the class groups. A statistical survey has been done to all first-year teachers at grades of Administration and Management (ADE) and Education studies, at the University of Barcelona. This survey was done at the end of the 2010-11 academic year, obtaining a rate 45% response. Sample includes "online comments" from faculty members. Statistical techniques as descriptive analysis and regression analysis, based on a principal components analysis, let identify relationships between variables. The study also collected qualitative results of the opinions of higher education teachers to incorporate personal aspects. Factors relating to teaching context are those that have a higher influence in faculty satisfaction. On the other hand, student previous academic preparation has a negative effect on it. Four factors were identified through a dimensional reduction of variables: teaching coordination and operation, teaching conditions, teaching experience and teacher gender. This paper would remark this point and suggest some improving needs for a first year teachers and those who have responsibilities on it. Results show how teachers' motivation and involvement decline slightly throughout the academic year. [ABSTRACT FROM AUTHOR]