Within the burgeoning literature concerning beginning teacher transition, professional development and learning several studies have unpacked the micropolitical context of the school. However, little is known about the micropolitical context of the staffroom, the place in which teachers spend the majority of their non-teaching school time. This article explores the micropolitical staffroom experiences of beginning health and physical education teachers. Drawing on two beginning teachers' narratives, the author illustrates the health and physical education staffroom context to have the capacity to [re]shape beginning teacher learning. This understanding has implications for schools and other stakeholders in beginning teacher transition, professional development and learning.