Abstract This study examines some of the issues new graduate teachers are facing in the workforce. A focus on the casualization of teaching employment and its impact on student and teacher progression emphasizes the issue prevalent in today’s society. Casual relief teachers are having difficulty in reaching the outcomes of the professional teaching standards for graduate teachers when long-term employment is not readily available. Background and Aims To explain what a teacher is, is a difficult task. Each teacher encountered, has different perceptions on their role and their purpose. Each teacher has different ‘social, academic and professional histories’ (Groundwater-Smith, Brennan, McFadden, Mitchell, & Munns, 2009) which reflects in their approach. Others often question the reasons to why teachers choose their career. In many studies, ‘Altruism is high among the reasons people give for being a teacher out of concerns for wellbeing and growth of others’ (Skillbeck & Connell, 2004). Teachers are driven by the desire to watch students progress and flourish in education and life skills. Teachers are given standards in which they are expected to achieve. The Professional Teaching Standards, for graduate teachers requires teachers to: know their subject content and how to teach that content, know their students and how they learn, plan assess, and report for effective learning and to communicate effectively with their students. Teachers also must create and maintain safe and challenging learning environments through classroom management skills, continually improve their professional knowledge and practice, and be actively engaged members in their profession and the wider community (NSW Institute of Teachers, 2007). These standards set requirements for the teachers role, and assesses the whether the teacher is successfully fulfilling their duties. The criteria set for graduate teachers cannot be achieved unless teachers are in full time employment or are casual relief teaching the same class for a longer period of time. ‘Of the 3331 teaching positions filled by the department of education and training in terms two three and four of 2009/10 only 3 percent went to newly graduated teachers’ (Farrell, 2010). Due to soaring number of Graduate teachers not employed in full time teaching work, difficulties arise in how teachers can progress in their career. In The Professional identity of Relief Teachers, Colcott explains that Casual teachers have difficulties in executing the standards required due to the restrictions the nature of causal teaching evokes. Despite the lack of clarity for casual relief teachers, they are expected to posses professional, reliable and agreeable traits and are to show competence, organization, adaptability, and confidence within the classroom and school environment (Cleeland, 2007). For teachers to progress and develop, teachers must adhere to the Teaching standards addressed by their state, yet it is often the lack of permanent employment opportunities for graduates that may cease their continual learning experience. The aim of this research is to examine the impacts of casual relief teaching to the progression of the developing role of newly graduated teachers. The NSW Professional Teaching Standards as well as pre existing data will be used as a basis to calculate understandings Method A phone interview was conducted as the primary research method used in the study. The young female interviewee has been teaching for three years as a classroom teacher in the primary sector as well as four years as an untrained carer in early childhood in urban New South Wales. The interview was chosen on the basis of her current status as a new teacher in the work force. As she is yet to enter full–time employment, conclusions will be suggestive rather