This article is located within the wider European context of teacher development and is specifically concerned with the needs of those supporting novice teachers during the early stages in their professional career. Currently, induction systems across Europe are largely fragmented, locally based and with little transference of best practice. There is therefore a perceived need to develop a common focus on the specific needs of those supporting new entrants to the profession particularly with regard to improving the quality of teaching and learning, but also in terms of improving teacher recruitment and retention. This article reports the results of a needs analysis exercise which was conducted as part of a Comenius project (Teacher Induction: Supporting the Supporters of Novice Teachers in Europe). Data collection by means of semi-structured questionnaires involved a total of 282 practising teachers from 12 European member states and was supplemented by follow-up interviews. The aim was to identify key themes around which common support strategies for mentors assisting new teachers in their professional learning could be developed. These emerged as: the aspect of nurture; quality assurance and accountability; reflective practice; collaborative learning communities; and interpersonal and communicative competence. The data generated revealed a high diversity in terms of respondents' perceptions of the multiple aspects of the mentoring role and the tensions inherent and reflected the idiosyncratic nature of the various educational contexts. As such the findings highlight the need for developing a common focus on mentor training and development for those supporting novice teachers and promote the values and principles underpinning a democratic professionalism. (Contains 6 figures.)