The induction program to provide support for novice teachers was introduced into teacher education in Estonia in 2004. The teachers who participated in the first program have now been working for several years. To evaluate the effectiveness of induction activities, we explored how mentoring and an induction program influence teachers' opinions regarding these interactional processes in an organization. Our research suggested that teachers have become more critical of senior management support and cooperation with others and their opinions regarding some factors of school context have also become more negative. Teachers who gave a lower evaluation to interactional processes in an organization placed a higher value on the induction program. In our study, we raised the question of how to implement induction programs and mentoring, based on the individual needs of a novice teacher.