This study aimed to gain insight into ways to enhance teacher retention. Principals and beginning teachers from 11 Dutch urban primary schools were interviewed about their schools' support structure and culture. Schools where teachers judged about the support they received positively and schools where teachers evaluated this support negatively were contrasted. The study revealed that all schools undertook support activities, such as offering beginning teachers a buddy or coach. However, at schools where teachers judged the support positively, these activities were performed more consistently and conscientiously than at the other schools. Furthermore, cultural rather than structural characteristics distinguished the schools. © 2014 Elsevier Ltd.