This article advances the scholarship on inhabited institutions with analysis of the professional socialization of new teachers. My findings show that incoming teachers develop a perspective I call an “injunction to adapt” to prospective classroom contingencies, and define this as fundamental to effective teaching. Teacher candidates become primed to perform prospective work in ways that are tightly-coupled with institutional mandates of public schools in some ways, and loosely-coupled with them in others. I argue that attention to professional socialization highlights the ways that people's sense-making can be prospective and anticipatory as well as ongoing and retrospective. Furthermore, I argue that analyzing professional socialization as a process of “interpretive reproduction” offers fruitful opportunity to wed the key strengths of symbolic interactionism with new institutionalism, as it reveals ways in which interaction and sense-making can serve to reproduce and maintain the legitimacy of institutional logics while also serving as a source of individual creativity.