The purpose of this study was to create a teacher induction model that embraced the wants and needs of novice teachers. The Induction Program Model (IPM) was created to meet these needs. In order to retain high quality teachers, central office support, mentors, preparation time, and customized professional development are needed to help the new teacher become acclimated to the school culture, climate, and classroom. This descriptive study examined the components of induction that beginning teachers and administrators who oversee induction in Ohio, Pennsylvania, and West Virginia found to be valuable. School districts should strengthen current induction practices to keep teachers returning to the classroom year after year. When a novice teacher receives needed support they are more likely to continue teaching. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]