Connecticut is one of 29 states that require beginning teachers to complete an induction program to mitigate high turnover and lower efficacy among early-career teachers. Its two-year Teacher Education and Mentoring (TEAM) Program provides guidance to beginning teachers through several mechanisms, including five instructional modules and ongoing support from an assigned mentor, aimed at helping align teacher instructional practices with the state's standards. This study used data on 7,708 teachers who entered the TEAM Program between the 2012/13 and 2015/16 school years to explore the relationship between teachers' adherence to the program requirements and teacher retention after one year and after three years. Of particular interest to the Connecticut State Department of Education is the program's influence on beginning teacher retention in Opportunity districts, which are the 10 lowest performing districts in the state and have high teacher turnover. Descriptive statistics also illustrate teacher adherence to the program overall and for each requirement. The Connecticut State Department of Education can use the results to refine the TEAM Program and to support implementation. Key findings include: (1) Program adherence was positively associated with teacher retention, including in the 10 lowest performing districts in the state; and (2) Program adherence was higher for some TEAM program requirements than for others. [For the full report, see ED607767; for the appendixes, see ED607770; and for the study brief, see ED607768.]