The objective of this research is to explore comprehensively the effect of induction on new teachers. Through a mixed-method design, the authors examine both the inputs of induction (i.e., the types of support provided for new teachers, its content, and frequency) and a variety of outcomes (i.e., teacher efficacy, teacher-reported growth, teacher retention, and student achievement). The authors also pay particular attention to the school context in which new teachers teach because their previous research identified school context as an important factor in induction supports and outcomes (Wechsler, Caspary, & Humphrey, 2008). The focus for this research is the state-funded induction programs in Illinois. In 2006, Illinois established the State-Funded Mentoring and Induction Program, funding 10 pilot programs to provide targeted support to first- and second-year teachers. Since then, the state has supported 63 new teacher induction programs (funded by 67 individual grants) that collectively serve more than 4,500 first- and second-year teachers in over 1,500 schools statewide (Illinois New Teacher Collaborative, 2010). A variety of organizations, including school districts, regional offices of education, colleges and universities, and other professional development organizations operate these induction programs. The programs in Illinois provide a package of supports for new teachers. This research strongly suggests that teacher induction makes important contributions to new teachers' sense of efficacy and their professional growth. However, this research did not reveal a link between induction and improved teacher retention or between induction and student achievement. Further, the influence of school context was ubiquitous. (Contains 1 table and 10 notes.)