Many first-year teachers who enter teaching are not prepared to fulfill all of the daily teaching requirements. This is especially true of teachers assigned to Title I classrooms where the teaching challenges are often magnified. Although first-year teachers in Title I classrooms may have different learning needs than their non-Title I counterparts, all first-year teachers whose states or school districts provide induction support participate in the same generic state or district induction program. The purpose of this qualitative multiple-case study was to investigate the perceptions of first-year teachers assigned to Title I classrooms regarding their induction program. The study, which was conducted in a southern California school district, included seven first-year teachers assigned to Title I classrooms. Each teacher participated in three semi-structured interviews. The interview questions were derived from the research questions. The research methodology allowed for both triangulation and cross-case analysis of data. The findings reveal first-year teachers assigned to general education or Special Education Title I classes would prefer an induction program that is non-generic in nature. The data also showed all seven teachers perceived their one-on-one contact with a mentor to be the most important and beneficial component of their program. Most of the teachers planned on returning to their classrooms for a second school year in order to complete their induction program, which would allow them to clear their teaching credential. However, most of the teachers planned on leaving the district after they completed their second teaching year. The findings obtained from this study may be used as the basis for a larger study as well as by school districts as a baseline for updating their induction programs. It is recommended a follow-up study be conducted after the completion of the second induction year. [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.]