Teacher induction is a widespread instrument used to attract, develop and commit beginning teachers (BT) to teaching. However, BTs differ in their ability to teach and in the rate they develop their teaching skills during the first years on the job. The objective of this study is to unravel the support afforded to BTs in relation to their teaching quality. To this end 252 BTs completed a survey tapping support during the first year on the job in The Netherlands. Teaching quality was assessed with a student questionnaire. BTs were grouped according to teaching quality levels. MANOVAs revealed partial support for differentiation practices. Implications for induction programs are discussed.