This is a problem-based learning project that focused on a discrepancy in program content and retention rates between two-year teacher induction programs and induction programs that last three or four years. It specifically focused on the impact induction has on new teacher perceptions and teacher retention. The project also examined the influence between induction and ongoing professional development. The project team collected data relevant to induction program content and effectiveness from six school districts in the state of Missouri. Three of the districts offered a two-year induction program, while the other three incorporated a three or four-year induction program. The data was used to draw conclusions about the effectiveness of two-year induction programs versus the effectiveness of three or four-year programs. The induction program components addressed in this study included administrative support, professional development and networking, instructional coaching, and mentoring. The team concluded that districts incorporating a two-year program offered significantly fewer induction program components than the districts that offered three or four-year induction programs. New teachers who experience an Extended induction program reported that the inclusion of all components significantly and positively influenced their teaching. Teacher retention rates were not affected by the type of induction program offered. It was recommended that school districts and policy makers adopt an induction program that incorporates all components suggested by best practices, which may require extending induction programs. [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.]