The purpose of the study is to examine how teacher induction practices operate in Turkey based on the experiences of beginning classroom teachers appointed to schools in rural areas. The study was designed and conducted as a case study. The study group consists of eight beginning classroom teachers working in rural settlements specified through criterion and snowball sampling methods. The research data were collected through a semi-structured interview form. Descriptive content analysis method was employed in data analysis. Findings showed that the teacher induction program for beginning teachers working in rural settlements is not effective and that the beginning teachers had problem-focused experiences regarding the induction practices. Inadequate mentoring support, procedural conduct of performance evaluations, procedural approaches to teacher induction requirements are among the prominent problem-oriented experiences of the teachers.