The constant state of "simply making it through the day" for many beginning teachers affects their physical and mental well-being, and impacts their decision to stay in the field of education. Given the seriousness of teacher burnout, it behooves school systems to provide an induction experience for beginning teachers that will contribute to their development as a professional and to their intent to stay in the field. This qualitative study examined the initial experiences of middle-school beginning teachers through interviews with principals, mentors, and new teachers, and through classroom observations of the new teachers. Its focus involved finding out what role administrators can play in the successful induction of new teachers. Findings show that time, observations, subject matter, and schedules (T.O.S.S.) are components administrators have control over to provide a smooth transition for the first-year teacher. It is recommended that further research be conducted to confirm or disconfirm this study's findings, that principals take an active role in the induction of new teachers and refrain from relegating all aspects of induction to the mentor, and that principals should embrace the elements of T.O.S.S. as they formulate their induction policies. (Contains 36 references.) (RT)