In this article, policy and research on teacher induction in Portugal are examined. The lack of a formal induction system (despite recognition of its relevance in legal policy documents) and the mismatch between national regulations and practice are also discussed. The authors argue the need for a coherent and sustained induction and support system, drawing on empirical research carried out in Portugal according to two main themes: 1. images of the teaching profession: the balance between conservatism and innovation, and 2. the experience of teaching: implications for mentoring. A number of key issues and questions are identified taking into account the transition period currently underway in the Portuguese context especially as far as teachers' careers are concerned, with implications for induction and mentoring.