Primary school teaching does not seem any more to be an idyllic profession nearer motherhood and caring that formal instruction. Elements shaping the new teaching scenarios have to be found, on the one hand, on the growing complexity of societies, the fast technological change that expands (but also reduce) children socialization experiences, the huge transformation of knowledge production, representation, access, transmission and assessment; and on the other, in the undergoing restructuring processes not only in education, but in the production and work organization systems as a whole. In the case of Spain, as of other Southern European countries, to this landscape should be added the persisting economic crisis which is undermining all social services, including education. In this context, this paper explores the working experiences of teacher during the first five years of their career. This analysis is based on the RTD project: The construction of the professional identity of primary school teachers during initial training and the first years at work (MIMECO-EDU2010-20852-C02-01). Information collected through nine micro-ethnographies and 49 participants in 9 focus groups. The paper focuses on the precariousness and discontinuity of the working conditions; the lack of professional perspectives and the difficulties found to meet educational challenges.