We investigated how an induction program supported and constrained beginning teachers' efforts to teach science or mathematics in equitable and effective ways. We focused our investigation on the teaching and learning of equitable instructional practices; we conceived of such practices as attention to students' experiences, instruction for English learners, differentiation, and reform-minded science or mathematics strategies. During the 2005–2006 and 2006–2007 academic years, we examined the experiences of two beginning secondary teachers (one in science and one in mathematics) enrolled in a state-mandated, K-12 induction program. We conducted multiple interviews with our beginning teachers, their experienced mentors, and induction professionals; videotaped all 21 induction seminars and 4 series of lessons for each beginning teacher; and examined each teacher's 12 teaching performance assessment products. Qualitative analysis of data made visible the successes and struggles in using a K-12 induction program to promote equitable science and mathematics instruction. Beginning teachers saw their induction program as contributing little to their learning to teach toward equity; they pointed to their previous teacher education experiences and current school communities as more powerful forces in shaping the ways they taught science or mathematics to all students. We close with recommendations for other teacher educators and induction professionals. © 2009 Wiley Periodicals, Inc. Sci Ed94:164–195, 2010