This paper discusses the experiences of beginning teachers as they navigated their first seven years in the profession. Drawing on data from a research study that charted these teachers' experiences during and after their initial teacher education program, I reveal that although the participants' teaching contexts varied considerably, patterns emerged in the ways in which they articulated their roles, practices, commitments, and identities as teachers, and these were consistent with the grounding philosophy and principles of the participants' initial teacher education program. The findings suggest that some new teachers can and do resist the discursive pressures of the field (e.g., those promoting traditional, behaviourist approaches) and that connections can be made between these teachers' resistance and their initial teacher education program.