This study sought to ascertain the needs of teachers as they progress through their induction year. Three parochial schools in the Chicago Archdiocese, each with unique attributes and school make-up were the sites of the study. Due to an increase of new teachers in these schools, the principals approached the researcher for assistance in providing varying support systems. Induction programs were developed in the schools that were tailored to meet the specific needs of the beginning teachers in their specific setting. Case studies of the year-long teacher induction project in each school are presented. The study investigates variables, discovers relationships, and outlines the possibilities for further model development. At the end of the year, each participating teacher in the project was surveyed. Responses to ten key questions about their experiences are presented. Recommendations are made on areas that should be addressed by teacher educators. It is pointed out that if a teacher induction program is to be successful, it must be reactive to the needs of the teachers it serves and reflect positive educational strategies. (JD)