This qualitative case study examined first through fifth year principals and their perceptions of necessary job-related supports to successfully fulfill their professional role. The purpose of this study was to examine beginning principals' experiences regarding leadership support they received during their first year in the principalship. This information was used to develop a principal mentoring program for a large suburban school district. The theoretical framework for this study was grounded in Burns' theory on transformational leadership. Transformational leadership promotes an environment that encourages and supports school personnel and empowers others within the organization. The case study design employed multiple sources of data collection including a survey (Principal Induction Mentoring Survey) and a focus group interview with four novice principals. A qualitative content analysis was used to analyze all data. Categorical data were analyzed descriptively and interview data were coded for reoccurring themes and further analyzed through member checking. Key findings indicated that beginning principals perceive a benefit from being assigned a mentor during their first year in the principalship. School districts can provide beginning principals with job-embedded supports by developing effective mentoring programs that aid in transitioning to the role of the principal. This study contributes to social change by helping school districts recognize the importance of supporting beginning school principals. Potential benefits to school districts could include higher retention rates, reduction in cost of recruiting school leaders, and increased levels of job satisfaction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]