This study analyzes the work being done in Long Beach Unified School District for newly credentialed teachers who are unemployed. The new induction law requires new teachers be contracted to teach in a local district before they can participate in induction. However, budget cuts reduced the number of available jobs and increased the number of teachers with new credentials who were unemployed. Newly credentialed teachers leaving the profession at an alarming rate became the dread of many educational leaders, especially in Long Beach Unified School District (LBUSD). District leaders realized that in the near future, a teacher shortage might be evident and problematic. My research aimed to discover the effect of an Alternative Induction Program on teachers who might otherwise be forced to leave the profession due to the conditions stated above. The participants in this study included Participating Teachers, Induction Mentors, Administrators, and Support Providers. The Participating Teachers, Induction Mentors, and Administrators all responded to survey questions that were designed to identify program benefits and describe the support they received. Participating Teachers described their perspective on the implementation of the California Standards of the Teaching Profession and engagement with implementation of the California Induction Standards. Participating Teachers commented on the professional development and support they received while improving classroom practice and teaching skills. Support Providers responded to face-to-face interview questions about the work of this induction program to support newly credentialed teachers in teaching. The results of this study indicate that the Alternative Induction Program was successful in providing an opportunity for teachers not yet employed to obtain the Professional Clear Credential, improving their teaching quality and increasing the likelihood of their staying in the profession. Results show that Participating Teachers were oriented into teaching by accessing and reflecting on their teaching practice. They gained insight into teaching; learning about their school culture and climate, the students, the district, and the community. Recommendations for expansion of the program are included. The study makes a contribution to the literature by studying a previously non-existent program aimed to solve a serious barrier confronting newly credentialed teachers in an era of budget cuts. [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.]