High turnover and attrition of teachers negatively impacts student achievement and instructional quality (Borman & Dowling, 2008). Studies show attrition disrupts learning, increases workload, and erodes school culture (Carver-Thomas & Darling-Hammond, 2019, Schaefer et al., 2012). Addressing these challenges necessitates better support for teachers.. Teacher induction programs play a crucial role in meeting the needs of new educators, and provide essential support to help them navigate school systems, curriculum, and classroom management. Schools rely on teacher induction programs to meet the needs of beginning educators. Undoubtedly, new teachers need induction support to learn school systems, navigate curriculum, and manage their classrooms. Despite current programs in place, new teacher retention continues to be a growing problem in the education field. Reviews of research on teacher turnover reveal thousands of teachers are leaving the field because they did not receive adequate support in the beginning of their careers (Abiddin & Hassan, 2011; Guarino et al., 2006; Homes et al. 2019; Miller & Young, 2021). Further, teacher attrition has contributed to poor teacher effectiveness, underperforming schools, and lack of equitable educational opportunities provided to students in economically depressed areas (Haynes, 2014). The purpose of this study was to examine the experiences and perceptions of K-5 teachers who have completed a first-year teacher induction program to gain insight into what is needed to have an effective induction program. The study will examine whether the teacher induction program at an urban public school district encompasses the characteristics of effective professional development outlined by the principles of Adult Learning Theory (Knowles, 1978; Knowles et al., 2020). By taking a closer look at induction and the perceptions of educators completing induction, we will gain a better understanding of how induction helps prepare educators for their first years of teaching. This study provided insight to school leaders who are developing learning opportunities for beginning educators and policy makers interested in retaining teachers, improving school performance, and promoting teacher effectiveness. [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.]