Through the lens of teacher professional identity, in this case study we examine how a beginning science teachers deals with practical work in a physics classroom. We explore how various interactions occurred between personal, interpersonal and situational dimensions of his identity as a beginning physics teacher when dealing with practical work. Various kinds of data were collected over a period of ten months: 3 semi-structured interviews, 26 classroom observations, 32 brief interviews as well as various artifacts and lessons plans. The analysis was done through a constant comparative methods and it was grounded within the three-dimension framework of professional identity: personal, social, and situational. Four main themes emerged through the analysis of the data that represent the main features of the participant’s identity enactment as a beginning physics dealing with practical work: (a) personal characteristics; (b) sense of agency; (c) contextual constraints; and (d) ongoing interpretation of experiences with practical work. These findings are presented through a narration of the participant’s identity with regard to practical work alongside authentic extracts and quotes from the data. Drawn upon these findings we offer a set of recommendations for future research.