Drawing upon empirical data, this article explores the ways in which school culture and leadership impact on new teachers' learning in the workplace. The study was carried out over a two-year period and involved a cohort of 14 new teachers and 18 elementary and secondary schools. Data were collected through semi-structured interviews with the new teachers and headteachers and a questionnaire which was also administered to all staff in each of the schools. Findings suggest the key role of school culture and leadership in (re)shaping teachers' response to the institutional and situational constraints of the workplace and their learning and socialization process at school. Implications for induction and the role of schools in fostering teacher professional growth are discussed. (Contains 3 notes.)