Many states throughout our country are faced with hiring teachers who are not certified and do not have any prior teaching experience. There are various factors contributing to states hiring alternatively licensed teachers: low teacher pay, demands of teaching, and a decline in individuals entering traditional teacher training programs at colleges and universities. From this, induction programs have become more comprehensive over the last decade to improve self-efficacy of new teachers in areas of classroom practices. Teachers who display confidence in classroom practices have a stronger impact on student achievement and eventually become leaders within their school. Improving teacher efficacy early on is essential, but induction programs have to support new teachers through proper training and support from leadership. The intent of this research was to analyze first year lateral entry teacher experiences throughout their first year participating in the district's induction program. The study determined if teacher efficacy improves in classroom management, instructional practices, and empowerment to seek collegial support for guidance. The district in this study is a largely rural district and requires all beginning teachers to complete the required induction program. Data were collected during the late spring of the first year of teaching for selected participants. The researcher collected qualitative data through a two-part survey and a focus group. Data analyzed which practices from the district's induction program improved self-efficacy the most. The data collected determined if the district is implementing best practices to improve teacher efficacy. [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.]