One effort to improve teacher quality is the beginning teacher induction program or Program Induksi Guru Pemula (PIGP). PIGP is an orientation activity, on-the-job training, development, and practice of solving various problems in the learning process for beginning teachers at their workplace. PIGP aims for beginning teachers to adapt and become professional teachers. The aims of this study were to evaluate the beginning teacher induction program or PIGP at Harapan 1 Public Elementary School, Cimahi City, Indonesia. The method used is evaluation research with the Responsive Evaluation Model. This evaluation model emphasizes the response of program stakeholders which includes antecedents, transactions, and outcomes. The research sample was one of the teachers at Harapan 1 Public Elementary School, Cimahi City, Indonesia. The results of the study indicated that the antecedent aspects consisting of planning and preparation for PIGP had been sufficiently implemented. In the transaction aspect, overall the PIGP implementation activities were not implemented properly. Finally, on the aspect of outcomes, namely the performance of beginning teachers in learning, it can be concluded that the competence of beginning teachers is good at planning lessons. However, beginning teachers' competence in carrying out learning and evaluating is in the sufficient category. It can be concluded that the PIGP evaluation at Harapan 1 Public Elementary School was in the sufficient category. Therefore, improvements to PIGP are needed, one of which is to improve the quality of school principals in designing PIGP because school principals are the key to the success of PIGP. [For the complete proceedings, see ED655360.]