Induction is a term that describes the support a new teacher receives. Teacher induction begins when a new teacher enters the workforce, and it may extend throughout the next several years of teaching. Induction represents a phase in development that focuses on new teachers' concerns and problems of practice. It also serves as a catalyst for new teacher integration in the school. In many districts, formal induction programs help new teachers become acclimated to the school and develop professionally. Novice special education teachers who experience high levels of induction support tend to report greater job satisfaction and success in teaching challenging students. Positive mentoring and induction experiences also tend to influence teachers' determination to remain in teaching. 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. Challenging work conditions--such as an uncertainty about roles and responsibilities, time pressures, scheduling difficulties, paperwork, and bureaucratic requirements--also may result in the need for additional assistance to ensure a successful experience. However, in some cases, specialized induction support may not be readily available. In these cases especially, special education teachers may find it helpful to advocate for induction support that meets their needs. What should novice special education teachers know about induction that will help them take advantage of opportunities and address challenges? This paper discusses induction supports and how novice special education teachers may benefit from them.