Presented is a cross-analysis of seven case studies to show how induction and mentoring worked to shift beginning teachers from a focus on survival and self to a focus on student learning. Stage teacher development theories have influenced the support given to beginning teachers, therefore induction tends to prioritise classroom and stress management. This results in lowered expectations to focus on student learning while proficiency in the mechanics of teaching is developed. Yet students in beginning teacher classes are expected to learn at a similar rate to those in the classrooms of experienced teachers. Consequently, there exists a tension between managing the complexity of becoming a teacher and student learning. It is argued in this paper that it is not a case of either/or but that beginning teacher induction should provide support for classroom management, survival and an early expectation that beginning teachers will focus on developing expertise to progress student learning. (Contains 1 figure.)