The words "mentoring" and "induction" are often confused and misused. These two terms are not synonymous. Induction is a process used by districts to train, support, and retain new teachers. It is a highly organized and comprehensive staff development process, involving many people and components, which typically continues as a sustained process for two to five years. Albeit important, mentoring is but one component of the induction process. Mentoring alone will do little to aid in the retention of highly qualified new teachers. However, as an integral component of a structured induction program, it can be valuable. What motivates and creates leadership is a structured, sustained, intensive professional development program that allows new teachers to observe others, to be observed by others, and to be part of networks or study groups where all teachers share together, grow together, learn to respect one another's work, and collaboratively become leaders together. Given these opportunities, which an organized, new-teacher induction and sustained professional development program can provide, new and veteran teachers are more likely to stay with a district and develop into leaders. This article discusses how the induction process promotes leadership and describes some of the strategies that successful induction programs use.