Mentoring and induction support influence novice special education teachers' determination to remain in teaching. Those with high levels of support tend to report greater job manageability and success in teaching challenging students. They also tend to feel better about their preparedness to teach, knowledge of pedagogical content, and ability to manage classrooms. However, placing special education teachers in formal mentoring programs designed primarily for general education teachers with little emphasis on their specific needs may not have positive results. In fact, participation in general programs may foster these teachers' dissatisfaction with formal mentoring programs and consequently have little effect on their decision to continue teaching. Novice special education teachers can tell much about the types of induction support that they perceive to be effective. An understanding of key program components may be helpful as policymakers revise programs and provide support to districts that are carrying them out. This paper presents seven types of induction support that novice special education teachers find helpful.