Case studies are presented of the induction and professional development of five young teachers, specifically focusing on the impact of structural and policy changes (external workplace environment) on the ideas of young teachers in schools (internal workplace environment). The case studies investigate issues of continuity and change in teachers' ideas about teaching. Subjects are graduates of the Diploma of Teaching (Primary) at Footscray Institute of Technology (now the Victoria University of Technology) in Melbourne, Australia. The main orientation of the teachers' earliest comments is towards their work with children and their preparation of those children for their lives ahead. Consequently, references are made to providing opportunities for children to develop employment and living skills and to have successful experiences which will enhance their self-esteem. Later, it seems that the values held most strongly by the teachers have persisted in their work in the classroom and are also applied to other parts of their teaching role including administration, organizational, and policy development duties. (Contains 16 references.) (JDD)