This article draws on interview data to analyze how instructional program coherence in 7 elementary schools in 2 Michigan districts seemed to affect novice teachers' induction experiences. Of the 7 study participants, 4 were at schools that had adopted a common language arts framework and had opportunities to collaborate with colleagues and participate in professional development related to their schools' framework. Further, all of these teachers had principals who actively supported the common framework. In contrast, the other 3 study participants worked at schools that lacked a common language arts framework, and the quality of their induction experiences seemed lower than those of the first 4 teachers. We consider how district policy that related to the language arts curriculum, teacher assignment, and professional development seemed to affect both instructional program coherence in language arts at the study participants' schools and the quality of their induction experiences. (Contains 3 tables and 2 notes.)