The objective of this study is to research the evolving sense of the uncertainty of teaching among nine beginning elementary teachers, in Ireland, during the course of their initial year of occupational experience, post-graduation. Scholars increasingly view uncertainty as something to sustain, as it leads to a richer understanding of organizational life, and because of the learning affordances it offers. A three-cycle, individual interview design is the data collection method employed. Cross-case analysis is used to identify common patterns that recur across the nine cases. Data are drawn upon to substantiate conclusions that indicate that uncertainty is a core aspect of the work of beginning teachers. Implications for research, policy making, and practices, relating to two experiential themes, are presented.