This paper describes the contextual dimensions of eight school sites that ameliorate or restrain relationships between mentor and novice teachers. Interview data from 23 mentors, 16 novice teachers, and 8 principals suggest 5 contextual themes that ameliorate or restrain an effective induction for novice teachers: (1) early experiences; (2) dispositions toward induction; (3) leadership; (4) time and organization; and (5) interpersonal dynamics. A discussion of each of the themes as drawn from the interview data is presented. The final section contains recommendations designed to assist teacher educators, policymakers, and school personnel in questioning the structure and the content of programs that will prepare novice teachers for a career in education. Appendixes include the Professional Development Plan evaluation form, Course Materials for University-Based Mentor Training, and a Hunt Paragraph Completion Inventory. (JD)