The article analyzes various interpretations of the concept “professional adaptation” and possible ways to solve the problem of a young teacher adaptation at school. We consider philosophical, psychopedagogical, socio-psychological, regional and ethno-cultural approaches to understanding this term in domestic psychological and pedagogical studies. The article highlights the fact that with an emphasis on the need for young teachers to adapt to a new educational environment - the process that requires both a change in personality traits and a transformation of their professional activities, insufficient attention is paid to the preservation of one’s “Self” and the opportunities for young teachers’ creative self-realization. Conflict situations - following the traditions of the established teaching staff and a new view on how educational work should be done, as well as interaction with students’ parents and the lack of experience in this field, indicate the importance of the socio-psychological aspect of adaptation in ensuring the success of young school teachers and their being comfortable in the profession. The article concludes that the concept of professional and pedagogical adaptation should include both the importance of young teachers’ professional and pedagogical preparation (their knowledge of the subject and methods of teaching), and their readiness to adapt to the specifics of a new environment with a view to creative self-realization.