In Australia and elsewhere, high attrition rates of beginning teachers from the profession are of concern. One way to reduce attrition is to provide beginning teachers with quality support, particularly in the form of induction and mentoring. Such support is more likely if induction and mentoring are informed by evidence about beginning teachers' needs and experiences during their first year of professional practice. This article reports on a qualitative study investigating the achievements and challenges experienced by ten beginning teachers at two points during the school year. The evidence highlighted the significance of student-behaviour management in the minds of these beginning teachers, and suggested that mentors need to be proactive in guiding their practices. The findings also revealed other concerns, such as differentiating their teaching to meet the needs of various learners, establishing a work-life balance, working with parents, and dealing with curriculum and assessment issues. Findings suggested that mentors need to be proactive in guiding the practices of beginning teachers.