This article reexamines the data set of a longitudinal study of four novice EFL teachers’ motivation in the context of Japan. The article attempts to illuminate novice teachers’ changing motivation and self-concept as situated in the routines of their first teaching posts. A major finding of this study is the weakened effects of ideal selves as future self-guides. Another salient characteristic which was found about novice teachers’ motivation and self-concept was the power of reflexivity. The four novice teachers’ stories in the second stage showed that the responsibilities, constraints, pressure, and joy of the reality of secondary school teaching induced serious reflective thoughts in their minds.