While various forms of teachers' habitus have been described in education studies, little consideration has so far been given to their interaction with fields in schools. This article draws on Bourdieu's theory and related concepts of field, habitus, capital and doxa to explore types of teacher professionalism, especially in Austrian secondary schools where innovative measures and reforms have been introduced. By combining a model of teaching profession with a Bourdieu-based analysis in the interpretation of 70 interviews with secondary school teachers, we show that a double field structure has emerged in some schools, where a field of traditional teaching competes with one of new professional field teaching. We argue that further initiatives will be needed from the field of education policy and other forces in society to stabilise the field of new professional teaching. This article illustrates the dynamic interrelationship between professional habitus and conflicting fields in one particular school.