This quantitative research study reviews if essential skills needed by beginning teachers in their first year can be identified for a streamlined induction program curriculum. Teacher turnover and attrition rates are a growing concern in the profession and impact schools nationwide. Teacher retention can be increased through new teacher induction and mentoring programs. This research aims to increase new teacher retention through effective induction and mentoring programs by identifying essential curriculum components for these programs. A cross-sectional survey was conducted with beginning teachers, experienced teachers, and building leaders to determine the essential skills they needed. Their level of agreement with the need for inclusion and the significance level of identified skills was compared by item level and analyzed for any gaps in the identified list. A ranked list of needed skills for novice teachers was derived from the collected list. A multiple-form ANOVA comparison was used to determine the levels of significance of the identified skills between the identified educator groups. There was agreement between all educator groups on the needed skills for novice teachers that should be included in induction programming. A list of suggested best practice induction program guidelines and identified essential skills for curriculum are included in the findings. [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.]