The Nordic countries are at present developing systems for supporting NQTs. Our presentation examines, in a Norwegian, Swedish and Finnish perspective the national policy level of intentions, organization, examples of courses and contents, and aspects of implementation of projects that have recently been initiated in the countries. In Norway a (historical) initiative was taken in 2010 as a cooperative arrangement between the Department of Education and the Association of Local Counties. All NQTs are supposed to be offered mentoring in the first year of teaching. The responsibility of implementing the agreement lies with the local school authorities and the school leaders. Mentoring is mainly individual and there is no formal evaluation. In Sweden, before 2011, mentoring has to a limited extent been offered to NQTs, without any elements of formal evaluation. However, since 1 July 2011 a mandatory probation year for teachers (/pre-school teachers), mentoring, evaluation of NQTs competence and teacher registration is under implementation. In Finland, the Ministry of Education and Culture launched a programme in 2010, in which teacher education providing universities and university colleges are engaged. In the Finnish model, mentoring is implemented in groups consisting of both NQTs and their mentor. There is no formal evaluation.