Professional development, typically initiated by administrators to improve student achievement outcomes, is often irrelevant to the needs of early career music teachers. As music teacher educators, we were concerned about issues of importance to early career music teachers as they entered the music teaching profession. We explored conversation as a conduit of reflection and professional learning by convening a conversation group of five early career music teachers who gathered over six, one-hour-long meetings. Guiding their discussions were topics they identified in questionnaires administered before and during the study. Data included audio-visual recordings of the meetings, questionnaires, and researcher memos. Four themes emerged from our analysis of their conversations: (a) educating administrators and mentors, (b) knowing their place, (c) overcoming a lack of resources, and (d) giving students lifelong musical skills. We interpreted these findings through the lens of Snow's principles of symbolic interactionism. The conversation group facilitated the music teachers' move from the initial shock of sedimented school culture to a position of agency. The freedom of conversation around chosen topics of professional and personal importance provided the early career music teachers with choice, self-direction, collective support, and agency--key components of professional learning.