There is a common agreement in the research literature that teaching is essentially a moral enterprise (Bullough, 2011). Newly qualified teachers (NQTs), however, seem not to be prepared for ethical judgments (Solbrekke, 2008). The literature points to working with cases as a promising way of enhancing ethical development, but then it is necessary to know more about what kind of ethical dilemmas NQTs encounter. This paper investigates through narratives what ethical dilemmas new teachers in secondary school in Norway experience during their first year of teaching. The research questions are: What kind of ethical dilemmas do newly qualified teachers experience during their first year in teaching? How do they deal with their dilemmas? What conditions are they offered to work with ethical challenges? What can we learn of relevance for teacher education from the new teachers’ experiences? The aim of the study is to get a deeper understanding of the dilemmas new teachers experience in their first job and by that learn more about how to prepare future teachers for the ethical dilemmas they might face. Preliminary analysis reveals that NQTs' ethical dilemmas to a great extent are related to their new role and to what happens in the classroom.