This study examined a recently established induction program for new superintendents in the Canadian province of Alberta over a three-year period. In keeping with principles of design-based research data were collected from a variety of sources from the 26 new superintendents and their 25 mentors to assess and adjust programming through three design research cycles. Data from surveys, focus groups, interviews, participant observations and participant reflections were analyzed at the end of each year, and the findings were used to adapt the next program iteration. Results from the study indicate that the transitions of educational leaders into new positions as superintendents are more likely to be successful though access to quality induction programs that feature the following five program components: (1) standards based design, (2) orientation, (3) trained mentorship, (4) like-group support, and (5) large-group support. Further, this research supports the development of such induction programs through reciprocal change processes characterized by informed design, dialogic adoption, implementation as learning, and meaningful outcomes.