This article aimed to investigate, the challenges, expectations and obstacles that beginning nursery school teachers face in the induction process. To carry out the study, we opted for a qualitative research of a descriptive-analytical nature. Through the analysis, it was found that the elaboration of pedagogical documentation (planning, reports, etc.) has been a challenge for beginning teachers. As coping strategies, they have sought the support of the management team and more experienced colleagues, with the intention of expanding their training. Regarding expectations, the participants highlighted the need to expand professional knowledge about Early Childhood Education and to improve the reception of both children and families. In the teachers’ statements, no actions were identified that could be characterized as resulting from any induction proposal provided by the educational institutions.