The purpose of this qualitative study was to explore the experiences of newly-hired faculty members in the induction programs provided by four independent schools in the greater Washington, D.C. area and examine how each induction program influenced faculty job satisfaction. Data came from six administrators and 17 faculty members and were collected during the 2017-2018 academic year. Through the use of document review and semi-structured interviews, similarities across schools and individual participants emerged. The findings showed that a positive school culture and opportunities to build relationships with colleagues influenced the faculty members' overall professional satisfaction.