The dissertation investigates how early-stage teachers choose to engage with Facebook Band Directors Group (FBDG) and their perceptions of FBDG as a form of teacher induction. This study will contribute to understanding of FBDG participation's consequences for instrumental teacher development and success. To realize this purpose, this study describes early-stage FBDG members' demographic background, engagement and satisfaction with the group, and the group's contribution to their professional induction. An online survey of early-stage teacher members of FBDG was made available for 28 days to gather information about demographics, engagement and satisfaction with the group, and perceptions about the group's contribution to professional induction. Data analysis of survey responses (n = 208) shows that FBDG can serve as a teacher-driven, effective, content-area and grade-level specific induction support for early-stage band directors. Analysis reveals that FBDG provides effective emotional and practical support to early-stage teachers, helping reduce feelings of isolation and being overwhelmed, potentially improving teacher success in the classroom. Members provide informal professional development for users whose levels of participation vary widely, underscoring FBDG's value and effectiveness as a community of practice. The report of the study concludes with discussion of issues raised and implications for early stage band directors, facilitators of school-sponsored induction programs, and music teacher preparation programs. [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.]