The article presents a combined study--quantitative and qualitative--that examined the changes that occurred in the perceptions of beginning dance teachers over their internship year, following their participation in a targeted induction workshop, in which the collaborative reflection methodology was used. The study examined an intervention plan constructed for the induction workshop and aimed at dealing with difficulties in teaching and reinforcing professional commitment and satisfaction. The quantitative findings show that the workshop served as the most important agent of support for the participants, and the measurements between the beginning of the workshop and its conclusion show a significant decrease in the overall measurement of the difficulties, a significant increase in the perception of satisfaction from teaching, and a tendency of increase in the perception of commitment to teaching. The qualitative findings supported the quantitative findings and allowed insight into the particular reflective processes the participants underwent along the workshop, and their significance from their point of view. Based on the quantitative and qualitative findings the article raises practical implications as to actions in the field of induction workshops, as well as further directions for future research.