Teacher induction is a widespread implemented instrument used to attract and commit beginning teachers (Ingersoll & Smith 2004). Governments throughout Europe treat the induction period of teachers in very different ways – from very a very strictly organized approach to an open laissez faire approach, but nevertheless the differences, in each country a similar 25% of newly qualified teachers (NQTs) leave the job in the first five years (Kregten & Moerkamp, 2004). In this study we developed a set of indicators to measure the development of induction practice. These set of indicators were compared between six countries to analyze the relation between policy on induction and induction practice at schools. For the analysis, we used policy document analysis, interviews with NQTs, case studies of induction practices at schools and focus group interviews with mentors and teacher educators. Results of this study show that, nevertheless the differences in governmental structure of induction, the practice of induction has many similarities between countries although in some countries actual induction practices are occasional. The focus of induction is mainly on surviving the job, but there is not much attention for the professional development of the teacher.