This paper describes a strategy, designed by a faculty of education in a regional Australian university, to induct pre-service educators into the education profession. It then focuses on one component of the strategy, an initiative called Education Commons. This initiative uses a model of critical reflection to engage pre-service educators in discussions about current and relevant educational topics. This aims to connect them into professional networks and to assist their induction into the education profession from the outset of their tertiary study. An analysis of a small data set--two small stories told by an early career teacher who had participated in Education Commons while at university--is investigated for evidence of the effect of the program. The analysis highlights the use of critical reflection and career development learning.