In this age of heightened concern about teacher quality, calls for new policies and practices concerning recruitment, induction, and retention are familiar to many. The current enthusiasm for policies to recruit, support, and retain new teachers runs the risk of adding more clash and clang to an already cacophonous policy environment. In this chapter, the authors explore the question: "What would it mean to reimagine policies concerning teachers' early careers in ways that did not treat them as "add-ons" but rather as part of a larger system of policies and practices?" They start the chapter by briefly describing the factors that have historically influenced entry into teaching. They structure the rest of the chapter around the troika of policies concerning teacher recruitment, induction, and retention, describing current understandings of these phenomena, as well as new developments in both policy and practice. The chapter concludes by exploring the question: "What kind of work are new teachers being recruited and inducted into?" (Contains 8 notes.)