Stabilising the beginning teacher workforce is no longer an option—it is an obligation and duty of care towards these teachers and the advance of the quality of education. Beginning teachers are significant resources for change and transformation in teaching and learning contexts. However, concerns surrounding beginning teacher workforce stability are real and complex, and empirical evidence is needed to inform decisions, strategic planning and targeted support frameworks across the breadth of the education sector. Supported and justified by the lived experiences of beginning teachers and their school leaders, this paper argues that constructing a strong beginning teacher workforce entails leaders being tactical and practical in utilising, supporting, developing and guiding beginning teachers to deliberately retain them in the workforce. The undergirding mixed methods research investigation was designed to get to the heart of issues such as induction, mentoring, retention, turnover, and attrition by prioritising a platform for an in-depth understanding of the interplay between the perceptions of beginning teachers and school leaders regarding the challenges of this workforce.