This exploratory study draws on the experiences, workplace learning and professional development of five beginning teacher educators in the first three years of their new careers. Examples of their developing pedagogic practices and reasoning and conceptions of their roles and identities as teacher educators in their new settings have been generated from interviews from this longitudinal case study. Individual differences, which emerged from the start, remain but greater confidence to be more experimental with their student-teachers, to plan for student-teacher-led learning and to undertake modelling and more open discussion about their pedagogical practice and principles are reported. Insights are being gained into the ways in which professional pedagogical learning has developed and into the particular workplace learning influences on the formation of their emerging professional identities as teacher educators. (Contains 6 figures.)