Purpose: The purpose of this paper is to describe a thriving partnership between Frostburg State University and the Garrett County Public Schools that aims to improve teacher effectiveness and retention through the implementation of a robust induction program. The initiative includes sustained, strategic mentoring; extensive professional development; and validated, competency-based microcredentials aligned to high-leverage practices. Design/methodology/approach: The study included surveys and structured interviews with teaching fellows and their instructional coaches. Findings: Having ample support and mentoring can make a significant difference for novice teachers. Partnerships between universities and local school districts can provide this critical support. Research limitations/implications: A limitation that cannot be ignored is the small number of participants in this program, all of whom are teaching in a rural school system. However, researchers working with larger school districts would add valuable knowledge to the field of study. Practical implications: This paper includes implications for designing new induction programs or improving existing ones. Social implications: Mentoring, a major component of high-quality induction programs, has the potential of providing important benefits to beginning teachers including increased motivation, self-confidence, growth in professional identity, and reduced stress and anxiety. Originality/value: As school systems are struggling to retain qualified teachers, high-quality induction programs are necessary.