This article calls into question recent research on induction and mentoring and illustrates the effects of comprehensive induction programs on new teacher motivation, satisfaction, and retention. This analysis contradicts recent research and suggests that comprehensive induction can positively influence the retention and development of new teachers, specifically teachers in urban, hard-to-staff schools. An understanding of the unique nature of and supports necessary to help new teachers navigate the complexity of teaching in today's urban diverse settings is offered. Implications for successful induction support for urban educators conclude the article. (Contains 3 tables and 3 figures.)