This article records beginning teacher (BT) experience of the Early Professional Development (EPD) programme introduced in Northern Ireland in 1998. It reviews the integrated, partnership and competence-based teacher education programme of which EPD is the latest episode. Samples of BTs currently in the programme were interviewed and surveyed by questionnaire. Key programme features were scrutinised: extent of BT involvement in EPD; the nature of development activity; the influence of support and accreditation facilities; use of a competence-based Career Entry Profile (CEP). Results indicate hesitant BT involvement and varied experiences. Quality and extent of involvement were influenced by quality of school support, availability of continuous employment, the introduction of compulsion, and the varying demands of planning, teaching and assessment following first appointment. School priorities and personal interests were major determinants of focus for EPD activity. Formally profiled assessments of personal competence (CEPs) were little used. Progression in the level of EPD achievements relative to earlier training achievements is assessed.