Professional identity tensions are a common part of teachers' experience and have been shown to present opportunities for professional growth when approached as a learning opportunity. This study investigated the use of a questionnaire as a tool within an at-tension pedagogical approach. Authors collected data from six teacher candidates enrolled in a 13-month post-baccalaureate teacher preparation programme, including written responses to a questionnaire, participant reflection notes, and instructor journals. Analysis focused on identifying the sources of participants' most frequent tensions, their affective and behavioural responses, and their perspectives on the process of reflecting on tensions as a structured part of their preparation programme. We found that early, supportive clinical experiences coupled with strategies for supporting productive responses to tensions can promote teacher learning. This study contributes to a better understanding of how teacher preparation and induction programmes can best support beginning teachers in negotiating professional identity tensions.