The number of teachers entering the profession through alternative teacher licensure pathways has increased dramatically in the last 10 years. The preparation these teachers receive can vary widely, making specially designed novice teacher induction programs crucial for their success. This professional practice dissertation examined the characteristics of alternatively licensed teachers and identified specific supports they found helpful in their professional, instructional, and social development. Specifically, the problems of practice addressed follow: What types of induction and professional development do alternatively licensed teachers need, and how should induction and professional development be provided to them? The action-based study used survey and interview data from alternatively licensed teachers and analysis of academic and professional documents to support recommended actions. The study's findings revealed two action steps: enhance the role of the school-based mentor and differentiate specific induction components for alternatively licensed teachers. [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.]