Similar to many other OECD countries, contemporary policy approaches to teacher professional learning in Australia are tied to the standardisation of the profession and characterised by compliance and performativity regimes of teacher participation in prescribed modes, types and quanta of professional learning. In this paper, we argue that such models fail to effectively support early career teachers' engagement and growth in professional learning and erode the possibility of positive professional learner identity development. Through the lens of identity construction and attribution theory, we report on the ways 16 beginning teachers positioned themselves as professional learners while working in diverse school contexts across one large Australian educational jurisdiction. Findings from the analysis of semi-structured interviews highlight how important balanced and measured attributions of causality are to professional learner identity development. Implications for policy and practice are discussed.