Abstarct: Understanding how English language teachers adapt to their profession could lead to improving educational quality. This qualitative study explores the professional socialization of English language teachers, examining how personality traits and teaching experience relate to their integration into the profession. Employing a phenomenological approach, semi-structured interviews were conducted with sixteen teachers carefully chosen to represent various levels of teaching experience and a range of personality traits, as measured by the Big Five Inventory. Thematic analysis of these interviews showed that teachers' socialization experiences are closely lixnked to their levels of extroversion and neuroticism. High extroversion was generally associated with smoother social integration, while high neuroticism posed unique challenges that often required the development of specific coping strategies. Additionally, the study identified clear differences between novice and experienced teachers. Novice teachers typically focus on mastering technical skills, such as classroom management and lesson delivery, while experienced teachers emphasize fostering student development and building relationships, and actively participating in the broader educational community. The findings underscore the necessity of support systems that acknowledge individual personality differences and address the specific challenges faced by teachers at different career stages. Teacher education programs should incorporate opportunities for teacher candidates to explore their own personality traits and understand how these traits relate to their teaching practices. Moreover, schools and institutes should foster supportive work environments that encourage collaboration, mentorship, and ongoing professional socialization. By recognizing and addressing the individual needs of teachers, we can create a more effective and supportive teaching environment that ultimately benefits both educators and their students.