Examination of an induction program for new teachers was undertaken from the viewpoint of induction graduates three years after participation. Their retrospective perspectives were investigated as to their satisfaction with assimilation in school in the induction year, their attitudes towards organizational aspects of the program, and the program's contribution to their professional development. Comparisons were made to beginning teachers in the midst of their induction year. Data were collected from 98 induction graduates and 390 induction participants using questionnaires. Compared to induction participants, graduates retrospectively remembered the induction year at school less positively and more often recommended extending induction support. The graduates ascribed only moderate contribution to the induction program. In general retrospective appraisals of active teachers and non-teaching graduates were similar. Implications for the use of retrospective evaluations are discussed.