A survey of 442 beginning teachers, 57 mentors, and 33 administrators asked participants to rate the support provided to first-year teachers. Respondents identified persons who provided the most support, and responses were compared. Generally, new teachers indicated that administrators and other teachers had been more helpful than were mentors. In this article, possible reasons for these ratings are explored. Based on our analysis of the results, we recommend moving away from assigning a single mentor toward establishing a community of support for beginning teachers with various members of the school community responsible for specific facets of the induction process. The success of each new teacher is then the responsibility of all. (Contains 1 figure and 3 tables.)