This paper identifies and synthesizes findings from data-based research on teacher induction programs and practices. In order to be included in the synthesis the studies must have been: (1) data-based; (2) conducted on beginning teachers in an induction program; and (3) reported since 1977. A total of 17 studies were included in the synthesis. Findings are organized around five common goals of teacher induction: (1) to improve teaching performance; (2) to increase the retention of promising beginning teachers during the induction years; (3) to promote the personal and professional well-being of beginning teachers; (4) to satisfy mandated requirements related to induction and certification; and (5) to transmit the culture of the system to beginning teachers. As this synthesis reflects, there is research data to support that induction programs can be successful in achieving each of the five stated goals. In addition, the studies collectively include important findings about four other points: (1) the need for flexibility in induction programs; (2) the important role of the support teacher; (3) the importance of placement in beginning teacher success; and (4) the need to educate the profession (as well as the public) about teacher induction. (JD)