The present study depicts the story of three elementary school mathematics teachers who come from a different socio-economic background but have similar entrance characteristics for college studies. They have chosen teaching as their first and sole alternative and as their preferred profession in life. All three were integrated into the education system upon graduation from college and, a short time later, less than three years, are playing key roles in the field of education in addition to their teaching practice in class. The study aims to identify unique characteristics of college graduate teachers who undergo an accelerated process of professional development. Their stories illustrate that the attitude towards the discipline (love of the profession, the wish to teach it), the wish to make an impact on what is transpiring in the system, personality variables and the school context in which they work as teachers are major and significant factors in their professional growth. (Contains 1 table, 1 figure and 1 note.)