Three phenomena are commonly associated with teacher socialization: the socializing influences on prospective teachers prior to formal teacher education; preservice teacher education; and socialization in the workplace. This chapter reviews the literature pertaining to the third of these—occupational socialization in schools—that has been proven to have a considerable influence on teacher development. While some commentators view socialization as the result of reasoned and reasonable responses to the demands of the workplace, others take a bleaker outlook, claiming that there are many problems associated with the phenomenon, such as tensions between teachers’ own needs and desires and those of the school or school district in which they are employed. Occupational socialization has also been shown to play a key role in ensuring the continuation of traditional teaching practices in schools. Recommendations made in this chapter align with new and emerging models of schools management, which foster the development of teachers as leaders, leading to a more collaborative approach in school decision making.