A small group of new academic developers reflected on their induction into the profession and wondered if things could have been done differently. The researchers decided to question the directors of three tertiary academic development units about how they recruited new developers, what skills and competences they looked for and how they inducted new appointees into the role. This article interrogates the interview data, employing Winter's "dilemma analysis" to tease out the ambiguities, judgments and problems inherent in the issues of employing new academic developers. Finally, the authors discuss ways of enhancing the induction experience for new academic developers. (Contains 1 table.)