School systems have long faced teacher shortages, with high turnover rates exacerbating the shortage, particularly in Career and Technical Education (CTE). Teachers who enter CTE through alternative licensure (AL) face unique obstacles transitioning from industry to teaching. This study addressed the retention challenge among AL CTE teachers by predicting retention among these AL CTE teachers from induction practices. Building on the foundational research of teacher turnover, AL, CTE, and teacher induction, this study filled a gap in the literature by examining specific induction components--hiring, orientation, mentoring, professional learning, and building support--that may influence retention among this group of teachers. A quantitative methodology with a correlational case-control research design addressed the research problem. The participant sample consisted of current and former AL CTE teachers in Washington State, recruited using a combination of purposive and snowball sampling. Data about their access to induction components were collected using an online survey. Survey data were analyzed using logistic regressions in SPSS to explain the predictive relationship between induction practices and new AL CTE teacher retention. The results of this study indicate the importance of induction components collectively on CTE teacher retention, as well as specifically in the areas of hiring, orientation, and building support. The findings from this study provide insights to inform the development of tailored induction models to bridge the gap between recruitment and retention, ultimately supporting the sustainability of CTE programs and student success. [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.]