This research explores the induction practices of Christian schools in Australia, considering how they support and shape Christian teacher development, and comparing the experience of those who have graduated from both traditional and alternative initial teacher education pathways. Early career teacher induction (ECTI) exists to support the transition of newly graduated teachers into the teaching profession. In Christian schools, graduate teachers are also expected to apply their faith to their teaching practice. This can be the cause of tension in their first years of teaching as they seek to understand the alignment of faith and practice. Additionally, teachers are now entering the profession through multiple pathways, including alternate authority to teach and school-embedded models, which introduces the pre-service teacher into the school community before they have graduated.