This paper investigates newly qualified teachers’ (NQTs’) perceptions of the level of preparedness on beginning classroom teaching. NQTs’ capacity to support each other within a networking structure is also investigated. This allows for the identification of the content and support provision appropriate for inclusion in a mentoring support programme for such NQTs. Relevant literature is reviewed and the theoretical context of the study is outlined. The views of NQTs on their level of preparedness are discriminating and related to their current classroom experience. All of the beginning teachers found that the availability of workshop and networking support within their own group to be very helpful, the practice of involvement in this activity also established bonds within the groups involved. NQTs also identify certain of their preservice courses that provide a theoretical background in particular professional areas in which professional practice for student teachers is problematic.