Research on beginning teachers often focuses on the problems they encounter. This study, however, is based on the view that it is better to build on what people do well rather than to focus on their failures and helplessness. The aim of the study is to investigate teachers' strengths by examining the areas in which new teachers in upper secondary school in Norway excel, and how they are or could be used as resources in their workplaces. The study is based on open-ended questionnaires completed by new teachers and their mentors as well as on interviews with two new teachers. The new teachers and their mentors find it easy to list areas where experienced teachers can learn from beginners. Nevertheless, there are few examples of new teachers being used as a resource. This article challenges this practice. (Contains 1 table.)