The distinct needs and interests of novice teachers are not always reflected in the priorities of teacher unions, which may impact novice teachers' attachment to teacher unionism. Using survey data from teachers, we examined novice teachers' involvement in their unions and their desire for union involvement in their work lives compared to their veteran colleagues'. Finally we explored how novices' union beliefs and involvement varied by characteristics of their organizational context. Our findings suggest that teacher unions need to more fully address the needs and interests of novice teachers as well as the organizational factors that influence their evaluation of unionism.