New teachers require specific and targeted support, as witnessed by alarming rates of attrition in their first years in the profession. Research shows they often struggle to bridge the gap between their university study and effective practice, especially with issues such as assessment, classroom management and diversity. New teachers should have an opportunity to go deeper in their understanding and take time to link it to their current classroom practice. They need access to experienced mentors and time for in-depth investigation into various issues in a collaborative environment. A systematic model of support developed and maintained by individual school boards can effectively induct teachers into the teaching profession. The Halifax Regional School Board has created a cohesive, multi-faceted, support system for their new teachers using principles founded in research. This support will not only benefit the new teachers but the students they teach each day. (Contains 2 endnotes.)