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This research was designed to investigate the professional learning experiences of the newly inducted secondary teachers (NISTs) in district Lahore, Pakistan. The study sought to document and interpret the experiences of NISTs including Secondary School Educators (SSEs) and Senior Elementary School Educators (SESEs) who graduated from the professional teaching program. Eleven newly inductive teachers who had been employed within the last two years were selected through purposive sampling technique. An interpretive qualitative approach was adopted for the study. This involved drawing upon primary sources of data elicited through an in-depth semi-structured interview of 30 to 40 minutes duration. Thematic analysis was conducted to draw the themes from data. The findings of the study suggest that the NISTs felt inadequately prepared in some aspects of their teaching roles, but needed guidance and support from their schools, considering the difficult conditions, in which they taught, including the general lack of teaching resources and crowded classrooms. This article argues that there is a need to develop secondary schools as professional learning communities promoting reflective conversations, and collaboration between provincial/district educational authorities, school heads and teachers, so as to improve students’ learning outcomes.