Measures aimed at newly qualified teachers (NQTs) in Norway are characterized by ambitious policy expectations, though with leeway for practitioners. This article investigates how NQTs perceive practices enacted to include them in the teaching profession while identifying the actors of such practices. We use practice architectures theory and the notion of ecology of educational practices to analyze conditions associated with mentoring and induction practice. Findings show that NQTs in Norway perceive mentoring and follow-up arrangements as limited and poorly adapted to their needs. We emphasize the need to take seriously tensions linked to mentoring practices, which become evident when NQTs problematize issues such as long-term temporary employment and school leaders as mentors. We argue for prioritizing mentoring practices and the closer follow-up of new teachers; the study illustrates how this may happen through better coupling between mentoring practices and other educational practices.