Upon finding that the period of initiation in the teaching profession has not been privileged with investigations in Brazil—although it has gained recent prominence—and, therefore, acknowledging the need for continuity in terms of investments in this theme, I hereby develop this research work, with the goal of expanding current knowledge on the aspects of the work, the professional development, and the socialization process of beginning teachers, from a relational perspective. Drawing upon the study of the professional life cycle of teachers (HUBERMAN, 1995), I have taken, as subjects of the study, teachers who find themselves in the first two phases of their career, having up to six years of professional experience. Supported by the notion of field (BOURDIEU, 2009), which implies thinking relationally, I have worked with beginning teachers of three school systems—two schools in the public school system (municipal and federal), and one in the private school system—in order to identify homologies and divergences in the way that work structure is intended and processed in these different systems, in Rio de Janeiro. Literature on the period of initiation (MARCELO, 1999, 2009; PAPI; MARTINS, 2010) shows that the beginning of the teaching career has specific demands, and that this period may be experienced with more or less difficulty, depending on the acceptance and support of beginning teachers and their work location. Thus, I have sought to know how teachers of different systems experience this period and which aspects seem to foster or hinder their professional insertion and development. I chose to work with teachers’ narratives, as my interest was to build this object of study from the viewpoint of those who experience this phase. Twenty-three semi-structured interviews (testimonial style) were carried out with teachers of the first few grades of elementary and early childhood education. Through these interviews, I was able to apprehend aspects of their daily work and identify strategies (BOURDIEU, 2004) used by institutions and agents to gain ground in these social spaces. I also perceived how these strategies influence their way of becoming a “teacher” and their career perspectives. As regards the dialogue between empiricism and theory, this research project benefits from the contributions made by Bourdieu (2004), which help clarify the professional insertion strategies present in the field of education, as well as homologies and discrepancies present in them and how they come to influence the formation of the habitus associated with the teaching position. The contributions made by Marcelo (1999, 2009) and Marcelo e Vaillant (2012) touch on the professional development of teachers and the beginning of the teaching career, and Barroso (2005) provides elements to reflect on the basis of autonomy construction, among others. Analyses show various ways to invest in professional development, and distinct logical processes of work building. On the one hand, they reinforce findings of other research projects concerning the importance of peers in professional insertion and confirm that time (as a valuable asset), although it may vary, is a differing factor between young teachers and more experienced professionals. On the other hand, the analyses highlight the importance of organizing the school systems and units in the socialization process of beginning teachers, who build their own perceptions and different intentions in relation to their work, profession, and investments in their career.