In this study, a questionnaire was used to understand and compare novice teachers’ and experienced teachers’ thought processing load, social support, and teaching performance, and to investigate the contributions of thought processing load and social support to teaching performance. The sample consisted of novice and experienced teachers from Taichuang area. 304 novice teachers and 336 experienced teachers completed and returned the questionnaire. MANOVA and structural equation models were used for data analysis. Several important results were found. First, novice teachers reported higher thought processing load, lower social support, and lower teaching performance than experienced teachers. Second, among novice teachers, thought processing load and social support have medium effects on teaching performance. Third, there is satisfactory goodness-of-fit between the hypothesized structural relationships among thought processing load, social support, and teaching performance and the empirical data. Fourth, the effect of thought processing load on teaching performance is stronger among novice teachers when compared to that of experienced teachers. Based on these findings, several suggestions for novice teacher in-service workshops and future research are offered.