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Rapid changes in education can cause frictions in society influencing teachers´ learning. Inconsistent learning experiences affect beginner teachers´ commitment to the profession and professional identity. The aim of the study is to describe and understand teachers' learning experiences starting from neoliberal educational reform in Estonia. Semi-structured interview for 12 teachers, based on the concept of social learning was used. In the first step data was analysed by four components of social learning: community, practice, belonging, identity (Wenger, 1998). In the second step sub-categories were analysed by critical society-related factors. Teachers describe their professional learning as continuous process where experiences in school context and contacts within local teaching community are more important than belonging to other social groups. The role of professional identity building was marginal. However teachers' commitment to the profession was high. The social changes were reflected more in changes of teaching related routines and less in identity. Although rapid changes in society cause frictions in education, those changes are not reflected in teachers´ learning experiences as strong as expected.