This article reports on a qualitative-interpretative study about how Dutch primary teachers understand socialisation at school, which pedagogical tasks and activities they perform and how they fit this within their professional identity. Teachers unanimously report socialisation to be part of their job. Four types of views on the pedagogical dimension of professional identity are identified here, nurtured by personal or professional concerns and by the extent to which teachers integrate or delimit their pedagogical tasks. Another key finding is that socialisation at school cannot be viewed separately from teacher-parent contacts, however difficult primary teachers may find such contacts.