This monograph presents an analysis of the central characteristics of self-image held by a group of graduates during their experience as primary school teachers in England, and the ways that they sought to preserve their sense of identity during their first decade of work. Data were gathered from personal accounts of 99 teachers through in-depth interviews and observations. A study of the results revealed that many of the teachers shared common views of themselves in terms of motivation, values, and ideals, even though each was unique in terms of personality and experience. It is suggested that the teachers whose views are reported in this study saw teacher development primarily as the development of the person and professional socialization as a pro-active and voluntary process of seeking or negotiating a context in which they felt they could "be themselves." The second and longer portion of the monograph is devoted to the following readings: (1) "The Limits of Socialization" (Dan C. Lortie); (2) "Developmental Stages of Preschool Teachers" (Lilian G. Katz); (3) "Situationally Constrained Strategies" (Colin Lacey); (4) "Self-Confrontation Reviewed: A Conceptualisation for Video Playback in Teacher Education" (Frances F. Fuller and Brad A. Manning); and (5) "Strategies, Commitment and Identity: Making and Breaking the Teacher Role" (Peter Woods). A brief annotated bibliography is included. (JD)