There is a consensus among both educators and employers worldwide supporting the need to ensure quality induction for beginning teachers to assist graduates to attain a high standard of professional practice. This paper attempts to highlight the extent and nature of the programmes and procedures employed in government schools in NSW to assist induction. Analyses of data collected from questionnaires, focus group and personal interviews will highlight the outcomes of these programmes. The conflict and tensions between the professional development expectations of the employer and the need to 'survive' felt by beginning teachers will be explored. Suggestions to improve this transition into the workplace will be made.