Beginning special education teachers have the same responsibilities as their more experienced counterparts. However, as these new teachers assume full teaching responsibilities they also must become familiar with district and school policies, curriculum, and assessment procedures. At the same time they are expected to build relationships with children and families as well as administrators, other teachers, paraprofessionals, and service providers. Today, many school districts provide induction support for beginning teachers that begins when a preservice teacher enters the workforce, and possibly extends throughout the next several years of teaching. Induction represents a phase in professional development that focuses on new teachers' concerns and problems of practice. It also serves as a catalyst to help new teachers become integrated in the school. Beginning teachers who experience high levels of induction support tend to report greater job satisfaction and success in teaching students with challenging needs. Parents should talk with the school principal about the kinds of induction support available for their children's beginning teachers. This paper presents specific questions to ask.