The purpose of this study was to focus on how school districts are incorporating effective teacher induction programs in their school districts. The goal of the study was to identify effective research based characteristics of teacher induction programs and investigate how these characteristics are or are not utilized in the school district's teacher induction programs. The research questions assessed how public school districts located in Western Pennsylvania are utilizing research based strategies in their teacher induction programs. After an initial survey of 107 school districts in Allegheny, Westmoreland, and Butler counties, final participants were selected based on the number of new teacher hires in the 2012-2011 school year and the per capita student expenditures. Methods of final data collection were semi-structured interviews with district administrators responsible for the teacher induction program, and the administration of an electronic teacher survey consisting of open and closed ended questions. The interviews were recorded and transcribed to allow for content analysis. Key findings of the study indicate that time is an essential factor when administering and participating in teacher induction programs; teachers and administrators frequently have different perceptions of the content of teacher induction programs; and research based models are not utilized to the fullest extent within teacher induction programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]