Induction programs are an important component of teacher education aimed at developing teachers as lifelong learners who can make use of reflective and self-regulatory learning practices. The online induction program in this study uses reflective learning cycles to promote the development of reflective practice. A multiple case study of three beginning science teachers was used to explore their self-regulatory processes in developing reflective practice. The authors contend that beginning teacher education programs must engage beginning teachers in self-regulatory learning in order to become reflective practitioners.