In examining the theoretical place of induction in the process of becoming a teacher, this paper compares five school-based collaborative models of the use of mentors as part of induction programs to support new teachers. The following aspects of each program are compared: (1) goals; (2) training of mentors; (3) support provided for mentors; and (4) strengths and benefits of each program. The following programs are examined: (1) a collaborative program by the Albuquerque Public Schools and the University of New Mexico; (2) the North Country Mentor/Intern Regional Consortium in Northern New York; (3) the Arizona Teacher Residency Program; (4) the partnership among Hunter College of the City University of New York and the 24 public schools of Community School District Number 4 in East Harlem; and (5) the University of Northern Colorado's partnership program with regional public schools. The following findings are presented: (1) collaboration between public schools and institutions of higher education is extremely beneficial and desirable; (2) the need to support new teachers is critical in light of increased demands and pressures affecting teaching; (3) support of minority group teachers is critical; (4) mentoring programs must include context specific training and ongoing support; and (5) benefits accrue to the individuals and organizations involved. Four figures are included. (JB)