Novice teachers must gain significant knowledge and skills on the job (Baumgarter et al., 2018), but the challenges posed by the COVID-19 pandemic created an environment for education's newest teachers that no one could have predicted (Dvir & Schatz-Oppenheimer, 2020; Kaden, 2020; Mecham et al., 2021). A review of the literature identified a need to understand how the COVID-19 pandemic impacted novice teacher induction experiences. The theoretical framework for this phenomenological study was Cochran-Smith and Lytle's (1999, 2001, 2002) theory of teacher learning which lays out three conceptions of how teachers generate knowledge-for, knowledge-in, and knowledge-of-practice. The purpose of this study was to develop a deep understanding of Pennsylvania public K-12 novice teacher induction experiences during the COVID-19 pandemic. Semi-structured interviews of six novice teachers provided the data for this qualitative study. Research findings suggest that participants in this study experienced a) a reliance on mentor support, b) teacher frustrations, c) a desire for change in the induction program, and d) the induction experience was meaningful. The findings of this study may provide educational policymakers and induction coordinators insight into how to better meet the needs of tomorrow's educators following the COVID-19 pandemic. [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.]