There is an eclectic and often inconsistent approach to delivering teacher induction programs across North America. Successful induction programs facilitate a transition between beginning teacher learning from their preservice education to the inherent responsibilities of being a classroom teacher and are intended to improve the quality of teaching to improve student learning. Yet there is a disquieting irregularity with induction programs that are driven to in-service new teachers to promulgate school and board protocol. This article argues that beginning teachers not be considered the objects of induction practices, but the catalysts of their own professional development and proposes that teacher induction practices be less inclined to in-service new teachers and instead be more concerned with creating and sustaining environments that personally service professional growth. A personal service approach to induction affords beginning teachers the opportunity to engage in reciprocal relationships, determine their own professional development, and foster their leadership capacity. (Contains 1 endnote.)