The present study aimed to investigate novice teachers' and stakeholders' perceptions of the types and quality of the existing support system that Omani EFL novice teachers receive from their schools and the Ministry of Education. In addition, it examined the differences in EFL novice teachers' perceptions of internal and external support based on their gender and governorates. Questionnaires and semi-structured interviews were conducted. A sample of 267 novice teachers and 261 stakeholders responded to the questionnaires, while 18 novice teachers and 16 stakeholders were involved in the semi-structured interviews. The sample of the study was selected purposefully. An explanatory sequential mixed methods design was adopted. Descriptive statistics, a T-test, a one-way ANOVA, and an LSD test were used to analyse the quantitative data obtained from the questionnaires. A content analysis was used to analyse the qualitative data obtained from the semi-structured interviews. The findings showed that EFL novice teachers received internal and external support with a high level of effectiveness based on the perceptions of the majority of the participants. Novice teachers were provided with professional and emotional support. However, based on novice teachers' perceptions, school administrators offered a moderate level of support. Indeed, some interviewed participants asserted that they were not supported adequately. They described their school administrators as being discouraging and unapproachable. Additionally, the study found that there were neither senior English teachers nor English coordinators in some schools. Furthermore, a few interviewed participants revealed some issues regarding the Specialised Institute's training sessions. In particular, they were not satisfied with the quality of the first module of the Novice Teachers programme. They stated that the training sessions offered in the first module were mostly theoretical, redundant and presented in the Arabic language. The results also indicate that gender made no significant difference on EFL novice teachers' perceptions of internal and external support. On the other hand, the Al Wusta governorate had significant differences in EFL novice teachers' perceptions of internal and external support. Based on these findings, the study offers practical recommendations for future improvements.