Strong induction programs influence novice special education teachers' determination to remain in teaching. Those who experience high levels of induction support tend to report greater job satisfaction and success in teaching challenging students. Although novice special education teachers can benefit from standard induction support, they also may require additional supports that address the realities they face--such as teaching students across disability groups, and in different settings, often in isolation from their general education colleagues. The range and volume of responsibilities can seem insurmountable to novice special education teachers. Challenging work conditions--such as an uncertainty about their roles and responsibilities, time pressures, scheduling difficulties, burdensome paperwork, and routine requirements--can contribute to their decision to leave early in their careers. Policymakers who understand the particular stresses faced by novice special education teachers can provide policies and programmatic support matched to their needs. This paper discusses what policymakers can do to ensure novice special education teachers succeed.