This article focuses on the induction and mentoring of early career teachers. The context is a suburban primary school in Victoria, Australia, as the school develops mentoring networks for graduate and beginning teachers. Instigated from a school-university partnership, the research draws from the traditions of practitioner research. In the research design and likewise in successful mentoring the importance of a genuine commitment to the discipline of reflective practice or what we have come to describe as "noticing" (Mason, 2002; Moss et al., 2004) is illustrated. The approach offers a new method for small scale-close up research in teacher education. (Contains 1 table.)