This research focus it's analisis on the influence of "the ascribed" and "the achieved" elements present in the context of starting teachers and their insertion into the Chilean School System. From the source of 24,810 Education graduates records (DEMRE and MINEDUC), as well as using the life tables method as an analytical technique, we can observe when the moment of the actual insertion is more likely to happen, and also the way in which both of the following factors make their influence: the social origin and academic credentials of starting teachers, as reason for overwhelming differences during the school insertion process. We aim to show the necessity of considering this evidence when designing policies whose purposes are to make the educational career more appealing to future teachers.Este estudio analiza la influencia de lo adscrito y lo adquirido sobre la inserción laboral de los profesores principiantes al sistema escolar chileno. A partir de registros de 24.810 titulados de educación (DEMRE y MINEDUC), y utilizando como técnica analítica las tablas de vida, se observa el momento en que es más probable la inserción, y la forma en que influyen ambos factores: el origen social y las credenciales académicas de los profesores generan diferencias relevantes en el tiempo que tarda la inserción al sistema escolar. Es necesario considerar esta evidencia cuando se diseñan políticas que hagan más atrayente la carrera docente para los futuros docentes.