Individual conceptions act as filters in understanding the world and consequently, in individual development as well. University teachers and professors are no exception to the rule. Their ideas about teaching, learning, about that which helps students learn or the qualities associated with the 'good teacher,' influence their professional practice. This paper concerns the conceptions of teaching and learning of young novice teachers. It shows the diversity of their perceptions and suggests that the different profiles can relate not only to a teacher's discipline, but also to his or her degree of experience and career aspirations. Based on these results, a number of hypotheses can be put forward in view of providing support for professional teacher development.