The need for induction is to prepare newly appointed teachers for the classroom and to adapt to the school's environment and culture. Schools approach teacher induction differently. The study argues that, if novice teachers are expected to perform their duties optimally, support structures should be in place to enhance the quality of their work. This study explored how quintile one to three primary schools', School Management Teams members experienced the implementation of the induction process of novice teachers. SMT members are expected to induct novice teachers successfully. A sample of nine SMT members from three quintile one to three primary schools was purposively selected. Data were collected through semi-structured interviews and analysed employing thematic analysis technique. In this regard, all relevant ethical considerations were adhered to. Three of the SMT members demonstrated that, the induction process is not implemented effectively due to a lack of knowledge and understanding of how it should be implemented. Six SMT members revealed that the induction process is not given serious attention and the novice teachers are unintentionally left to swim or sink. Furthermore, challenges such as, inadequate time for induction activities, work overload, interruptions due to other administrative activities, unscheduled workshops and meetings, and attending to disciplinary matters concerning learners and staff, contribute towards poor implementation of the induction process of novice teachers. Therefore, it is recommended that, the DoE should develop a standardised induction policy that should assist all schools in following consistent structured procedures on how to induct novice teachers. Furthermore, District officials should monitor the induction process of novice teachers.