Beginning mathematics teachers at the secondary level (middle and high school grades) have mathematics-specific needs that induction programs should address more substantially. However, a number of issues in how programs can accomplish this are more complex than often framed in discussions occurring in the induction programs and the field of teacher induction. These issues warrant a design process in which advantages and disadvantages are more carefully considered and in the context of local aims, opportunities, and constraints. This chapter draws from recent qualitative studies of nine mathematics-specific induction programs around the country and several more abroad. Half of the U.S. programs were created with support from the National Science Foundation to specifically serve mathematics novices; the other programs served beginning teachers of all subjects and grades and included program strategies focused on mathematics-specific needs of their beginning secondary teachers. This chapter illustrates particulars of the following issues and closes by noting their implications for policies on induction: (1) What are the mathematics-specific needs of beginning mathematics teachers? What experiments have induction programs recently conducted to address such needs?; (2) What strengths and challenges have been revealed through these experiments?; (3) What dimensions need to be considered in matching mathematics mentors with mentees and training the mentors?; and (4) What balance and timing should be considered in addressing the general versus mathematics-specific needs of beginning mathematics teachers? What impacts of mathematics-specific induction programs are known or require further examination? (Contains 2 notes.)