Teachers in career and technical settings are often recruited directly from industry with little or no pedagogical training, which can result in job dissatisfaction and teachers leaving the profession. As a response to the lack of retention and success of new career and technical teachers, a statewide committee was formed in Oklahoma in 1996 to design a system to integrate and align the activities of various stakeholders and provide a high-performance, professional development system for career and technical teachers. A new teacher induction system was implemented in the state's technology centers during the academic year 2000-2001, and an evaluation based on data gathered during the second year of the system's implementation indicated that the system provided a positive experience for all new teachers involved. Surveys were sent to participants in 48 induction teams across 29 different technology centers (response rate of 70%) and 64 face-to-face interviews were conducted. Specific recommendations include the following: (1) increase awareness of mentor training and related financial issues; (2) increase knowledge of team members' roles and responsibilities and improve communication between them; (3) select better mentors part of which would involve the state agency developing a list of content mentors; and (4) school and technology centers should make firm commitments concerning their responsibilities to new teachers and be honest about their expectations of them. (Contains 16 references.) (MO)