This article presents the results of an exploratory research study into induction practices of novice teacher educators in six different countries. This study aimed to answer the question, 'How do novice teacher educators experience their induction period?' Data were gathered through semi-structured interviews with 11 beginning teacher educators. The findings indicated that induction is quite problematic. None of the teacher educators experienced a satisfying induction into their institute and the profession as well. The results of the interviews mirror the two levels of induction. Firstly, it refers to the organizational induction into the teacher education institute. Secondly, it is about becoming a member of the profession (professional induction).