This study used the narrative-biographical and micro-political perspectives as a theoretical framework to explore how beginning teachers experienced the induction phase, focusing on their experience with professional socialization and ways in which they were confronted with the micro-political realities of schools during induction. Participants were 14 beginning teachers in Flemish primary schools who had been teaching for a minimum of 3 and a maximum of 5 years. Using questionnaires and interviews, respondents reflected on their careers and narratively shared their experiences and the meaning they took from them. Data analysis indicates that micro-politics encompassed both struggle and conflict and collaboration and coalition building. Results are presented according to different categories of interest and how they determined the micro-political reality of teachers: (1) self-interests; (2) material interests; (3) organizational interests; (4) cultural-ideological interests; and (5) social-professional interests. (Contains 47 references.) (SM)