We compare beginning special and general education teachers' access to school-based colleagues. Our findings demonstrate that colleague relationships are critical for the experiences of beginning teachers, as are the school organizational norms that these beginning teachers experience. For special education teachers in particular, perception of colleague support was a strong predictor of retention plans. Similar results were seen with respect to their perception of the level of collective responsibility among the faculty. Taken together, these results suggest that schools and districts should make efforts to facilitate productive relationships between general and special education faculty, as well as to differentiate induction support for beginning special educators. (Contains 5 tables.)