The purpose of this qualitative study was to determine how to effectively support novice teachers through comprehensive induction programming that ultimately leads to increased student learning and teacher job satisfaction. This phenomenological study examined the lived experiences of novice teachers and how they perceived that they benefited from components of effective induction programs offered in their school district. The study also explored how the perceptions of building principals regarding induction programs offered in their school district compared to the lived experiences of novice teachers. The study included pre-interview questions for principals and novice teachers, and a semi-structured interview protocol was used to conduct interviews with 15 participants in order to gather data. The interviews were transcribed and data was analyzed. Through the use of data, two themes emerged for research question number one: (a) all novice teachers reported experiencing four components of effective induction programs and (b) a limited number of teachers reported experiencing the three additional components of effective induction programs. Additionally, two themes developed for research question number two: (a) positive mentor/ mentee relationships impacted student learning and job satisfaction and (b) collaboration with colleagues, regardless of induction, impacted student learning and job satisfaction. The data from the study produced two final themes related to research question number three: (a) principal and teacher perceptions differ and (b) principals and teachers agree that barriers impact the successful implementation of induction programs. Sub-themes were identified for each of the six themes that emerged through the data analysis process. This research study will benefit school leaders, teachers, and policy makers when designing and implementing induction programs for novice 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.]