A significant number of educators depart from the profession within their initial 5 years, particularly in urban and rural schools with a notable prevalence of students from low socioeconomic backgrounds. This circumstance often presents school districts with the challenge of either hiring underqualified personnel or leaving instructional positions unfilled. Effective induction supports are essential for combating turnover, offering ongoing professional learning and mentorship needed to address the unique needs of new teachers. The primary purpose of an induction program is to contribute to improved retention rates and the overall success of teachers in the classroom setting. The purposes of this convergent mixed methods study are to determine (a) the extent to which mentoring support, the effectiveness of communication channels, helpfulness of training strategies, educator preparation tracks, and perceived program efficacy vary within an induction program, (b) how these variables are interrelated within the context of the program, and (c) insights into the effectiveness of the induction program. In the school district in middle Tennessee under study, a questionnaire, consisting of open and close-ended items, was distributed to over 500 novice teachers for optional completion, and 106 teachers participated in the study. Additionally, six interviews were conducted. Findings indicate overall satisfaction among participants who underwent induction support during their first year in the district. Teachers from alternative certification did not perceive support differently than those who were traditionally certified. [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.]