Scotland has a new system of teacher induction, introduced in 2002. Whilst recognising the many benefits for newly qualified teachers, we aim to explore some of the real experiences of teachers in the new system. This article recognises the power relationships involved and therefore aims to allow the submerged voices of probationer teachers to be heard. It is based on evidence gathered whilst tracking the experiences of a group of Scottish probationer teachers in their first year of teaching in primary schools. It focuses on some of difficulties around handling feedback in this situation and the need for considerable interpersonal skill. The main method of data collection was through regular focus group interview and email contact. The article makes no claims to representativeness or generalisability. We have deliberately chosen a narrative approach to convey the reality of their situation through a fictional character, Pat, whose experiences resonate with our participants.