Adopting a symbolic interactions theoretical framework, this thesis investigates the induction and socialisation experiences of ten newly qualified primary teachers in their first year of teaching in urban schools in designated areas of socio-economic disadvantage. In particular, it examines the manner in which their professional competence and professional identity evolve. Accounts of the new teachers’ experiences were garnered using periodic semi-structured interviews and termly reflective journals. This approach was complemented by the researcher’s engagement in intermittent, unstructured classroom observation. The constant comparative method of data analysis was used to generate understanding about how the new teachers developed the capacity to become proficient and confident practitioners. Family members, prior experiences of schooling and teacher education programmes variously influenced the new teachers’ entry into the primary teaching profession and their early conceptions of themselves as teachers. On commencing their first teaching positions, they were forcibly struck by the diversity of pupils’ learning needs and the levels of socio-economic disadvantage. They attended to a broad learning agenda including planning and preparation, and lesson design and implementation. Meeting the demands for differentiation and assessment proved consistently challenging. The realisation of effective classroom management was equally onerous for many, most particularly for the newly appointed teachers in all-boys’ primary schools. The co-occurrence of probation was a cause of additional anxiety. Central to the beginning teachers’ evolving conceptions of themselves as teachers was their desire to develop caring relationships with their pupils, to be effective classroom managers and to make learning exciting. The preexisting culture of their schools and the nature of the relationships they formed with pupils, colleagues and parents variously served to enhance and challenge these conceptions. Levels of induction and socialisation support varied widely from one school context to another. With the progression of time the novices displayed a growing capacity to fulfil the various aspects of the role of teacher with increasing proficiency, success and confidence. This study confirms that learning to teach is a complex and idiosyncratic process. Commencing one’s career in a primary school in a designated area of socio-economic disadvantage can be rewarding and fulfilling if the necessary site-based conditions and supports are provided. This study identifies a variety of factors that facilitate or impede new teacher development and it presents a range of proposals as to how current induction and socialisation into such schools might be improved for the benefit of beginning teachers, their pupils and their schools.