Even with the best preparation, it is undeniable that novice teachers must gain significant knowledge and skills on the job. Induction programs are shown to be beneficial in mitigating the transition between preparation and practice for novice teachers and help to further prepare teachers, during their first years in the classroom (Ingersoll & Strong, 2011). Due to the overwhelming turnover rate among novice teachers, providing adequate preparation appears as an unattainable, yet necessary task. However, little is known about where these novice teachers begin the induction phase of their careers in terms of their expectations and beliefs about their ability to teach. In order to address this question, the self-efficacy beliefs of ten graduates of the secondary Master of Arts in Teaching (n=5) and undergraduate early childhood education (n=5) programs at a large, research-intensive university participating in a pilot induction program were measured. Findings suggest participants' self-efficacy beliefs regarding their teaching abilities were high, yet their reported outcomes expectancies were not as high. Implications for research and practice include communication between teacher educators and novice teachers of the importance of models and mentoring within the pre-service and induction years of teaching, advocacy for teacher mentorship, and participation in a reflective process.