This chapter presents a National Science Foundation-funded study of beginning science and mathematics teachers in five countries. The study looks at teacher induction systems that are more comprehensive than most in the United States. For example, the New Zealand system provides beginning teachers with paid release time, during which diverse sources of support offer the beginning teachers a repertoire of induction activities. Induction includes attention to science-specific needs such as development of science courses or lessons and hands-on instruction. Facilitated peer support plays an important role.