This paper explores the connection between workplace relationships and teacher development. Drawing on the first year of a 2-year qualitative study of teacher socialization, the paper explores the questions: With whom do beginning teachers form relationships in their new professional contexts? What is the nature of these relationships? What functions do they serve? Are some relationships more important than others? How do certain relationships facilitate or constrain various aspects of teacher development? Can facilitating relationships be contrived? What is the role of context? Conversations were held with 13 new teachers in 1 school over a 7-month period to explore the ways the new teachers were helped by the administrators and experienced teachers in the school, which uses a collegial, informal model to initiate new teachers. The discussion of the new teachers' input focuses on the psychosocial aspects of teacher development, and considers the various developmental opportunities that have been provided these 13 new teachers and how these opportunities have contributed to the new teachers' growth. The paper questions the viability of imposed teacher induction relationships and advocates an approach that takes into account the individuality of the teacher, the school culture, and the socialization process. (Author/AMH)