The quality of New Zealand initial teacher training programmes, along with the quality of graduates from different providers, has been a matter of policy and public debate in New Zealand over the last few years. This paper synthesises the results of a series of studies of the adjustment and professional development of beginning teachers. In particular, it identifies the transition from new to �savvy� teacher, the tension between the models of teacher education held by teachers and teacher educators, and the role of the school in facilitating the professional development of the new teacher.  The findings are linked to previous research and the implications for initial and continuing teacher education identified.