Teacher induction is defined as the transition from student to professional and involves the greatest need for supervision and support. Induction programs providing mentorship, curricular information, classroom support, and professional scaffolding have grown out of concerns related to accountability and attrition during the first years of teaching (Ovando & Trube, 2000). However, there is minimal research investigating the induction year for groups of teachers by preparation programs. This study examines the first year teaching experiences of two groups of public school teachers enrolled in an induction program: One group pursued alternative certification, and the other group had completed a traditional field-based teacher education program at the undergraduate level. The results indicated there are distinct differences in what teachers need and value based on whether they have completed a traditional undergraduate field-based program or an alternative certification program. An initial needs assessment indicated differences upon entry into the program and at the end of the induction year. For example, at the beginning of the year, alternative certification teachers did not know about curriculum, lesson planning, classroom management, or how to work with students; while traditionally certified teachers were concerned about differentiating instruction and meeting individual student needs. At the end of the year, alternative certification teachers had learned about the lesson cycle, classroom management, teacher certification exam, and many voiced dissatisfaction with the program and reflective process. However, traditionally certified teachers appreciated camaraderie with peers and the process of becoming a reflective practitioner. These views indicate differences in perceptions of professional responsibility. (Contains 2 figures.)