This study presents an overview of the tensions regarding professional identity that was experienced by a group of beginning teachers.Interviews with beginning teachers resulted in 59 tensions that could be classified into three themes: (1) The change in role from student to teacher, (2) conflicts between desired and actual support given to students, and (3) conflicting conceptions of learning to teach. Most of the tensions experienced conform with those found in the literature. In most cases, feelings of helplessness, frustration, or anger were dominant in accompanying the tensions, and the teachers had a strong desire to learn to cope with them.