In this article we examine the Israeli Ministry of Education teacher induction program as a paradigm for preservice and in-service induction programs. We stipulate the necessity of creating a bridge between the preservice program and the field, which would allow for collaboration between the pedagogical staff of the teacher preparation programs and the teachers in the field. Also suggested is the paramount importance of giving the inductee a voice in the professional development process, which would include reflections of the mentor and the inductee as part of the assessment process.