The purpose of this study is to syntagmatically analyze the difficulties and the process of coping with such difficulties of beginning teachers in elementary school by using an analysis of grounded theory, and theorize the phenomenon that beginning teachers in elementary school experience the course of such difficulties by categorizing relevant concepts. This study selected eleven beginning teachers employed in Gyeonggi-do and Chungcheongbuk-do with under three years of career and used interviews and written answer. The concepts and categories were derived by continuous comparing and analyzing collected data, and core categories were constructed through analysis utilizing the paradigm model. As a result of the study, 150 concepts, 26 subcategories and 10 categories were derived in open coding. The ten categories derived from open coding were reorganized and the paradigm model was used to compare and analyze the relationships among the categories. As a result, The categories are classified as ‘insufficiency of experiences for actual school site’ for causal condition, ‘standing alone,’ ‘heavy sense of responsibility' for contextual condition, ’having difficulty’ for central phenomenon, ‘school’s positive atmosphere’ and ‘school’s negative atmosphere’ for intermediary condition, ‘receiving help from school,’ ‘give up receiving help from school’ for action/interaction strategy, and ‘stability and growth,’ ‘stagnant’ for the result. As a core category for integrating this process, this study chose ‘Forcing sprouting of seeds sprinkled on fertile soil and seeds sprinkled on wilderness’ and composed the outline of the story based on the core categories, and constructed a model of the ‘Forcing sprouting of seeds sprinkled on fertile soil and seeds sprinkled on wilderness’.