In 2009 Slovakia introduced a new legislative system for supporting beginning teachers. This system is part of the Lifelong Learning process. Within this system, each beginning teacher gets formally a mentor (senior teacher), but we expect that there is other, more informal support as well. We built a theoretical framework based upon the social learning theory of Albert Bandura (1986) and his triadic reciprocal causation. Beginning teacher are an active part in the systematic process of integration into the school environment. For data collection we used teacher´ diaries of five beginning teachers, which were filled in throughout the first year of their teaching job. Furthermore we interviewed them and used content analysis of adaptation programs as well. Through a qualitative approach we analysed how beginning teacher in primary education experience their first year of teaching practice and especially how they were supported. Results show that beginning teachers see their mentor just as a formal mentor, but that in practice they look for informal support from colleagues who could be described as "informal" mentors. Results also suggest that beginning teachers do expect not only feedback from colleagues and mentors, but especially from their students and students’ parents.