Located in the Republic of Ireland, and drawing on figured worlds theory (Holland et al. 1998), the focus of this paper relates to the shaping of positional identities among a cohort of novice elementary teachers, during their initial year of workplace practice, post-graduation. The concept of figured worlds helps make visible how positional identities are shaped in workplace settings. A three-cycle, individual interview design, facilitated continuing contact with each research participant. Utilisation of predetermined figured worlds-informed constructs ensures a deductive approach is employed in analysing data. Conclusions encapsulating novices┐ developing positional identities are presented as per three domains of experience. Conclusions arising from this study assume significance when set in a wider context of conceptually-informed themes relating to novice teaching.