The transition from university education to practice is an important moment in the process of structuring professional identity. The article presents the results of a qualitative longitudinal research project that questioned the process of structuring professional identity of social workers during this transition. Drawing from symbolic interactionism as theoretical framework, this process is conceptualised in three moments: 1) the acquisition of professional knowledge and skills, 2) the professional independence and recognition issues, and 3) the multiplicity of professional identities in social work. After examining these moments, they are discussed through scientific literature, which enables targeting further research needs.