The beginning years of a new teacher is a critical period and one that results in turnover 40-50% of the time (Ingersoll & Smith, 2003). This study gained insight into perceptions of induction activities of new teachers in Ohio Independent STEM schools. STEM-based pedagogies such as problem-based learning, inquiry, and student-centered approaches are core strategies in STEM schools, but can be a new skill set for beginning teachers. Through a Q-sort, thirteen participants from three Independent STEM Schools in Ohio ranked statements on a +5 to -5 scale of agreement. This along with a post-sort survey allowed themes to emerge. The areas of positive school culture and colleague collaboration and the impact of the mentor were found to be the most impactful. This research aligns with literature suggesting these areas are critical in teacher induction. [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.]