The chapter examines the lessons learned from the independent evaluation (2020) of the pilot support programmes for the Early Career Framework (ECF). The pilots trialled contrasting programmes that were developed by two external providers, to identify the features that showed most promise and feasibility in supporting ECTs to engage with the ECF. Following in-depth interviews and surveys with Early Career Teachers, mentors and Induction Leads in ninety-eight pilot schools, factors were identified that impacted on the successful implementation of the ECF. These factors exist at three levels: i) the wider system, e.g. local authorities and multi-academy trusts; ii) school level, and iii) mentor-mentee level. Support for ECTs needs to be integrated with wider systems of development and accountability across a school’s network, to avoid duplication and challenges in prioritising the focus and use of time for ECT development. At school level, the investment of senior leaders impacted strongly on the success of the pilot programmes. Careful attention is needed to how an ECF support programme aligns with whole-school development priorities and a school’s culture of learning and teaching. At the level of mentor-mentee, the most successful implementation took place where mentoring was ‘de-privatised’, expanding beyond a one-to-one mentoring relationship and was embedded within a whole school approach that supported professional learning. Mentoring was increasingly recognised as a skilled professional practice requiring specific, high quality professional development. Implementation planning that connects all three levels of the system is needed for provision to be coherent and meet the needs of ECTs.