This study employed possible selves theory (Markus & Nurius, 1986) to conduct an interpretive inquiry into the teaching motivation of four novice secondary school EFL teachers in Japan. The narrative analysis of the interview data revealed that the conflicts between the young teachers' different possible selves negatively affected their motivation in their early days of teaching. However, such conflicts gradually induced self-reflection in the minds of the novices, which eventually helped them reshape their self-concepts and regain their motivation. The author concludes by suggesting to related parties some measures to assist novice teachers' entry into secondary school teaching. (Contains 1 table.)