The qualitative case study examined the self-reported experiences of elementary novice teachers in a comprehensive induction program and its impact on their professional self-efficacy. The study focused on three main areas in an induction program, the perceived effectiveness of the offered professional development, the mentor's relationship with the mentee, and the novice teacher's understanding of Danielson's Framework for Teaching (FfT). Participants in the case study were novice teachers enrolled in the New Teacher Induction Program at the elementary level (K-5). Other participants in the study included mentor teachers, district administration, and building administration. The focus of the study recorded the self-reported experiences of novice elementary teachers in their induction program and how the programming offered influenced their professional self-efficacy. The findings of this case study assisted elementary school leaders with creating more effective novice teacher induction programming, which could result in higher levels of professional self-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.]