This article is intended to help teacher educators, administrators, and mentor teachers envision how to support beginning STEM teachers as they transition from university-based preservice preparation into their first year of classroom teaching in high-need schools. Based on our experiences, and grounded in the associated research and literature, four strategies are developed with accompanying vignettes for how divergent school-based induction and university-based teacher programs can be more seamlessly aligned. (Contains 1 figure and 1 footnote.)