In this paper we explore newly qualified New Zealand secondary teachers' varied accounts of induction. We claim that multiple interpretations of objectives for induction programs are a significant source of this variation. With reference to an activity system framework, we identify four primary "objects" of induction that were represented in the induction accounts as follows: "orientation to learning about the context", "fitting into the school", "completing registration requirements", and "becoming a professional inquirer". Whilst teachers would be expected to experience all of these objects within their induction experiences, the balance and emphases of these objects within programs varied considerably.