This qualitative research study examined teacher induction in the military undergraduate education context. The U.S. Air Force Academy relies on approximately 520 military and civilian instructors to educate nearly 4000 future military officers each year. It is imperative to our nation's security that these educators be highly skilled and unquestionably capable in their abilities to teach these graduates. Many of these instructors derive from highly technical active duty operational career fields (such as pilot, missile operator, etc.). This study reveals how Collins', Brown's, and Newman's (1989) theory of cognitive apprenticeship is manifested within teacher induction experiences at the U.S. Air Force Academy. Using a qualitative multiple-case study approach, this research integrated data from observations, interviews, and participant journals to reveal how the six methods of cognitive apprenticeship (modeling, coaching, scaffolding, articulating, reflecting, and exploring) are facilitated in the individual operator-to-educator transition experience. The ten findings from this study inform faculty orientation and faculty development policies and processes within the U.S. Air Force Academy and bear implications for civilian post-secondary educator induction processes as well. These findings are integrated in the "Military Educator Phased Growth Model", contributing to the wider body of research into teacher induction programs and cognitive learning theory. [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.]