Within South Carolina, many programs encourage and support teachers in their first year of teaching. In addition, extensive research describes the importance of support for alternatively certified teachers. However, alternatively certified teachers have received less educational training than teachers following a traditional pathway. Individual schools and school districts provide induction support to all first-year teachers. While the role of mentorship and induction programs and their impact on the broader teacher population has been explored, research on the perceptions of alternatively certified teachers regarding induction programs is limited. In this mixed-method study, the researcher investigated the perceptions of alternatively certified new teachers participating in an induction program within a school district in the upstate of South Carolina. The researcher collected and analyzed the results of qualitative and quantitative instruments to understand the perspectives of the new teachers and the support they received within the specific school district. [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.]