This book examines the perceived impact of teacher induction programs on public high school novice and beginning career--change teachers. This study seeks to explore the differences in perceptions of public high school novice teachers versus public high school beginning career-change teachers in regards to the efficacy of induction programs. The research consisted of principal interviews, teacher surveys, and analysis of district induction documents from six large, public, distinct, suburban public high schools from three distinct school districts in Illinois. The findings of this study reviewed district models of induction, how teachers are inducted into the profession, and the role of the principal in teacher induction.