The purpose of this study was to explore perspectives held by student teachers about induction and mentoring programs and how teacher education programs could contribute to a broader continuum of supports that span from preservice to in-service teaching. Using survey research, this mixed-method study sought to understand what student teachers from three state universities (N = 310) knew about induction and mentoring. To answer the four research questions, quantitative data from the surveys were analyzed using descriptive statistics and chi squared, whereas the open-ended items were analyzed using grounded theory methodology. Findings indicated that student teachers have limited comfort with and awareness of induction programming, including new teacher supports. Levels of understanding utilizing a new induction continuum theory are described: limited, basic, emerging, and knowledgeable.