Systemwide mentoring/induction in U.S. schools is illustrated through three cases from urban, suburban, and rural districts/divisions. Job-embedded mentoring for new teachers in work environments is viewed from an equity lens. Support–accessibility–collaboration–equity (SACE), my original multidimensional framework, is used to examine newcomer induction and leadership from a critical perspective. As shown, equity varied in the professional development and learning contexts, ranging from present/explicit, to uneven/inconsistent, to absent/ambiguous. Based on perceptions of new teachers, mentor teachers, and school leaders gleaned from interviews, areas of equity and inequity spanned vision, implementation, and assessment. Accompanying the school cases are descriptive analysis and tables. Conversation starters and reflective activities also anchor theory in practice.