Framed within the burgeoning policy and research literature on teacher induction internationally, this paper focuses on the mentoring and probationary-related experiences of nine newly qualiﬁed primary teachers in the Republic of Ireland, during the course of their initial year of workplace practice, post-graduation. Gleaning newly qualiﬁed teachers’ (NQTs’) perspectives on these matters is opportune, as the Teaching Council’s new model of induction entitled Droichead (bridge in Irish) is envisaged to become the sole induction and probation route for all NQTs. Transacted during the 2010/2011 school year, when the induction and probationary arrangements in place were those that the Droichead initiative is intended to replace, a three-cycle, individual interview design facilitated continuing contact with each NQT. Selected, representative interview data are utilised to illustrate the dynamics of NQTs’ experiences of mentoring and probationary-related processes. Empirically based ﬁndings establish, ﬁrstly, beginner complicity in the transaction of narrowly conceived mentoring support; secondly, enamorment of the reiﬁcations of initial teacher education-phase teaching practice when negotiating probationary processes; thirdly, the valuing of techniques that respond to immediate, probationary-related requirements over more complex forms of practice; and fourthly, the inevitable and essential interconnectedness of mentoring and probationary processes. The paper concludes with implications for the design and implementation of induction programmes.