In this article, experiences of beginning primary teachers on an English employment-based route into teaching, called the Graduate Teacher Programme, are presented and evaluated. Factors affecting the progress of trainee teachers on the programme are explored, including prior work experience, expectations of the participants and levels of support provided by the schools. In general, those with prior classroom experience found the transition easier than those for whom this was a major career change, although schools often gave too much responsibility to those who had worked in schools before. Personal, informal support was regarded as vital in boosting trainees' often low self-confidence, while formal support was valued more in retrospect. Contextual features such as the culture of the school made a significant difference to how the beginning teachers perceived their progress. Findings are analysed with reference to studies of the Graduate Teacher Programme, mature students and workplace learning. (Contains 1 figure.)