Teacher induction programs are an important investment in supporting novice teacher development and retention in the classroom. Effective induction support for beginning science teachers should address content-specific understanding and needs that are differentiated from other subjects. Informal science institutions that have unique resources distinct from schools and districts can attend to some of these science-specific needs in a way that complements and supplements the support provided by formal systems. This article describes a 2-year induction program for secondary science teachers provided by an informal science institution in California and explores how the program supported critical areas of understanding needed by new science teachers. Graduates of the program reported access to science content expertise and a community of like-minded science teachers as essential supports to their induction that added to their supports from district-based programs.