The phase of entering the profession is one of the most important stages in everyone's life. For teachers, the transition into professional life is accompanied by a variety of challenges. With the help of professional support, teachers could better navigate the phase of entering the profession. Therefore, it is becoming increasingly important to establish introductory phases to facilitate an efficient entry into the profession. The author addresses the issue of supported entry into the profession for compulsory school teachers, highlighting an open problem regarding the professionalism and competence of teachers at the beginning of their careers. The international comparison of models and the findings of empirical research illustrate the current state of affairs in Austria. The results are summarized in a multimodal model, which is presented as a possible concept for the supported entry into the profession for teachers. Coaching as a tool for a successful entry into the profession is introduced as an effective means of professional support.