This paper will explore the induction and professional development of new teachers in England's capital. Teaching in the city is challenging. Four out of every ten pupils in inner London live in poverty and half speak English as an additional language: there are over 300 first languages (DfES, 2006). The recruitment, retention, mobility, experience and quality of London's 63,600 (full time equivalent) teachers, who work in over 2,600 schools present considerable challenges for the 33 local authorities . A fifth of inner London teachers have less than three years' and just over one-third (37%) have less than six years' service. Thus, the induction and professional development of new teachers is of paramount importance. This paper will consider what new teachers need and what helps them make a difference.