Leaders in education must focus on improving teacher attrition because teacher turnover contributes to lower student academic achievements by disrupting the learning environment for both students and teachers (Carver-Thomas & Darling-Hammond, 2017). This study took place in a North Florida School district where school and district leaders are experiencing high teacher attrition at the middle school level, resulting in organizational burdens, reduced instructional improvements, and lower student achievement. The present qualitative case study explored how middle school teachers hired within the last five years in a North Florida school district describe their experience during the school and district's onboarding process, their administrative support system, and their self-efficacy in relation to their classroom practices. Seven current teachers who had been hired within the last five years were purposefully selected to participate. Participants answered open ended questions related to their experiences during new teacher preparation activities and administrative supports once placed in their classroom and a teacher self-efficacy scale was employed. The results from this study indicate a need for a more extensive induction with more personalized professional development and ongoing support for newly hired teachers once they are placed in the classroom. The data from this study also shows implications for school leaders to provide new teachers, regardless of experience, a mentor or contact person that they can rely on to answer questions throughout the year. [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.]