Located in the Republic of Ireland, this study garners the perspectives of nine beginning elementary teachers, on probationary-related processes experienced during the course of their induction year. Undertaken within the ambit of the constructivist paradigm, a three-cycle, semi-structured, individual interview design, is the data collection method employed. In accounting for how beginners negotiate probationary regimes, cross-case analysis is used to identify common patterns that recur across the nine cases. In drawing attention to issues that complexify implementation of the probationary components of induction, this study furnishes an evidential basis for connecting to wider debates about the probation of beginning teachers during induction in Ireland and beyond. Framed within existing induction-related literature, implications for the probation of beginning teachers are outlined.