The Faculty of Education at Brock University and an Ontario, Canada, self-regulatory body for the teaching profession partnered to create an innovative teacher induction project conceptualized to enable new and mentor teachers to self-affirm their professional capacities as autonomous and collaborative professionals. A distinguishing feature of the project is its focus on participants' metacognition throughout the inquiry process. Participants engaged in critical thinking and retrospective analysis with new and experienced colleagues. The resulting data confirmed that the induction model engaged participants in the broadening of their teacher landscapes and provided a heightened sense of self-affirmation.