This thesis explores the overarching question: “How can we enhance physics teacher professional learning in Ireland?” The rationale for this thesis stems from the persistent low numbers of students studying physics and the low number of physics teachers in secondary schools. Professional Learning and Transition Theory underpin the conceptual and theoretical assumptions of this research and a qualitative paradigm encompasses the data collection methods and analytical strategy. This research adopts a case study methodology to examine the experiences of teachers as they transition from being a pre-service teacher to a newly qualified teacher and engage in professional learning opportunities. Findings from the pilot study presented in this thesis, suggest approaches to enhance teacher professional learning that are focussed on collaborative learning, creative planning, reflective practice and diversity and inclusion. Two case studies with novice physics teachers explore ways to enhance initial teacher education by gaining a deeper understanding of how they experience the transition from pre-service teacher to newly qualified teacher. Support through collaborative networks, developing a teacher identity, managing expectations and reflective practice are some of the recommendations that this thesis presents, to promote a successful adaptation and a gradual transition into the teaching profession.