This ethnographic study was conducted in order to (1) investigate the forces affecting the literacy practices of first year teachers, (2) examine factors that foster the creativity, innovation and growth of teachers, and (3) describe some exemplary literacy practices of beginning teachers. Three beginning teachers in an urban midwestern school were observed over a 5-month period. Pre- and post-study interviews were conducted along with field notes and video analyses. It was found that district-mandated approaches to literacy instruction and the cool reception given to new ideas by experienced teachers had a negative affect on the initial literacy practices of these beginning teachers. Reflective dialogue with peers in a safe, nonjudgmental environment had a positive effect on their literacy practices and resulted in these teachers implementing reading and writing workshops. It was concluded that teacher growth and effectiveness would be enhanced if the principles and procedures of reading and writing workshop were adopted for training teachers at all levels of experience. (Contains 16 references. Interview questions are attached.) (RS)