The purpose of this qualitative case study was to investigate the induction program differences offered to beginning teachers in rural versus suburban school settings and to identify which induction supports beginning teachers considered most important in achieving classroom success. The six participants included an administrator, mentor, and beginning teacher from a rural middle school and from a suburban middle school. Data were collected in the form of artifacts, questionnaires, and interviews. Data were prepared through open, axial, and selective coding. An inductive-deductive approach was used to identify major themes within the data, and these themes were compared to Activity Theory, the theoretical framework of this study. The structuring of induction support was identified as the overarching storyline of the data. Further, this structuring of support was discussed in four themes: district and school organization of induction supports, development and sustainment of expectations, role of teaching faculty and staff in induction supports, and growth of beginning teachers. Findings revealed there were no substantial differences in the induction program implementation in the rural and suburban middle school. In addition, beginning teachers identified four main induction supports as most important to attaining classroom success. These include learning about the role of self-reflection in professional improvement, learning and following school procedures, receiving support from district and school personnel, and receiving support through mentorship. [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.]