Encouraging teachers to participate in collaborative learning activities for professional development has become an important part of educational reform strategies in many countries. Recent research suggests these activities may play an important role in the professionalization of the teaching profession. In Iceland, teachers report the highest level of unmet demand for professional development among countries surveyed by the OECD. As a result, the new education policy in Iceland focuses on collaboration among teachers. This study explores the perceived organizational antecedents of emerging collaborative learning activities among Icelandic teachers as they begin their careers. Based on the survey data from 215 Icelandic beginning teachers, the results show that feedback by school leaders, role clarity and perceived organizational support are strongly associated with collaborative learning activities among beginning teachers, whereas affective commitment to the school organization does not contribute to collaborative learning activities. One implication for practice is that leadership that promotes organizational factors will also promote collaborative activities.