The author is part of the Beginning Teacher Support and Assessment (BTSA) induction program--a California state program that is meant to offer support to new teachers as they exit the credential program and begin a job in a district. More than 80% of new teachers across the United States participate in some kind of induction program. At least 30 states have a required mentoring program, and the idea of having structured induction programs for new teachers is only becoming more popular. The degree of structure within the programs varies. Some are highly structured, whereas others are merely a loose partnership between a mentor teacher and a beginning teacher. Structuring an induction program for optimal support is critical. However, of equal (if not more) importance is looking at the pedagogical practices and theories illuminated within the induction programs. As a recent graduate of the BTSA induction program, the author did not grow as a reflective educator as a result of the induction program. She has developed a perspective as an educator due to her own efforts to hold on to her passion and initiative, despite the induction program. (Contains 1 note.)