In recent years, it has been reported that an alarming number of teachers are leaving the profession in the first three years after graduation from a pre-service program. This phenomenon is common in North America and it is essential that educators identify the challenges surrounding new teachers and provide supports to assist them. The vast majority of literature surrounding new teacher induction and mentorship support is void of the Canadian context and the novice teacher voice. In this study, Ontario graduates from a two year pre-service program were surveyed and 5 teachers were selected for case studies. Participants found administrative leadership, refining the mentorship selection process, hiring practices, and district-sponsored supports as positive factors necessary for them to grow into the profession. (Contains 4 figures.)