First experiences of working as a teacher influence substantially a beginning teacher's style of teaching, pedagogical attitudes and the formation of self-conception (Calderhead & Shorrock, 1997; Bullough & Gitlin 2001; Clake & Hollingsworth 2002 et al). It has been observed that a teacher's further professional development is dependent on the experience of the first years of work. When beginner teachers get professional feedback on their work during the first years, it supports their self-development.In the context of the professional development of teachers, induction is the transition from student-teacher to full- time professional, when the teachers are adapting to their chosen profession. The school culture is very important in supporting beginning teachers adaptation and professional development. Collaboration between teachers and willingness to get and ask constructive feedback are essence in supportive school culture. The role of a more experienced colleague - a mentor - is essential during the first years of work. The mentor should be able to direct the beginner teacher to analyse oneself and support the development of professional self-conception so that the first work years would help the teacher to find oneself as a part of the professional growth instead of experiencing disappointments.In European context induction phrase is getting important in educational policies in every country. In Estonia we implement induction year in national level from fall 2004. The aim of the induction year is to support novice teacher's adjustment to school as an organization, develop professional skills acquired in course of primary training and provide support in solving problems caused by lack of experience. During the implementing the induction year in Estonia the empirical research of the professional development of the beginner teachers' was carried out. The research included formation of self-conception as a teacher, the main concerns (according Fuller & Bown, 1975) during first years in service and for what extent the support of the mentor and school enables to overcome these problems and to support the further professional development of the teacher. Current presentation describes the Estonian model of induction phrase and offers an overview of questionnaires and interviews carried out with novice teachers who take part in induction year program. Questionnaires are fulfilled by 98 respondents. In focus group were carried out interviews with 9 novice teachers. In interviews we concentrate on the school as an organization trying to find out how the school culture influences the novice teacher's satisfaction with work and professional development during the first years of teaching. Questionnaires focus on development of teachers' competences and self-readiness for collaboration in organization.Keyword: teacher's professional development, induction year, beginning teachers' concerns, school culture, mentoring