A substantial body of literature has examined teacher induction programs. Previous research has highlighted program characteristics, associated activities, and the impact on issues such as retention and student achievement. However, little research has examined the potential for induction activities to go beyond meeting the most basic short-term needs of novices and instead create the meaningful learning opportunities that lead to sustained growth. Drawing on semi-structured interviews, observations, and document analysis, this multi-case study describes the induction experiences of five second-year middle-grades STEM teachers prepared in an urban teacher residency program. Participants completed a two-year induction program, during which they received induction support from their school, district, and residency program. This research describes the induction supports (e.g., mentoring, professional development, formal induction course, and action research group) available to the participants and the utility ascribed to each of these supports by the teachers. Using Cochran-Smith and Lytle’s theories of teacher learning (1999; 2001) as the theoretical framework, the research examines how induction supports facilitate pathways to teacher learning. Additionally, this framework serves to identity how different induction supports position teachers along the continuum from users to generators of knowledge. The individual cases underscore that participants had access to induction supports that created opportunities for them to be users, co-creators, and generators of knowledge. The participants did report some appreciation for these latter approaches and a positive impact on their practice and growth; however, the participants ultimately favored supports that were more prescriptive. While these supports did not necessarily contribute to their growth, they met their needs at the time and, ultimately, that is what mattered most. / Urban Education