This research is concerned with the professional learning and development of new teachers in the Scottish Teacher Induction Scheme, in particular, informal and formal learning, the workplace learning environment and the personal and professional characteristics of the induction year teacher. Building on the work of Unwin and Fuller and Hodkinson and Hodkinson on expansive and restrictive learning environments for teachers, this study considers learning at both the social and individual level, while providing a deeper understanding of the related concept of individual learning disposition. A sequential mixed methods approach was adopted, using online questionnaires and semi-structured interviews, to collect new teachers' perceptions of their learning experiences. The research suggests that a policy-driven formal programme of induction for new teachers should be augmented with experience of an expansive learning environment with supportive colleagues. The authors suggest that, rather than fitting the new teacher into existing arrangements, schools must recognize the new teachers' individual learning dispositions, namely their learning biography and attitude towards, and engagement with, learning opportunities. By demonstrating flexibility schools can tailor induction year experiences, thus enabling rich and complementary professional learning to take place within a supportive workplace community. (Contains 1 figure and 4 tables.)