This study investigates the professional development needs of novice EFL teachers in Türkiye, incorporating perspectives from multiple stakeholders. Additionally, it evaluates novice teachers' perceptions of the induction program prepared for novice teachers by the Turkish Ministry of National Education (MoNE). Data collected from 109 participants (29 novice EFL teachers, 55 experienced EFL teachers, and 25 EFL teacher educators) through questionnaires suggest that while the program supports novice teachers in adapting to the profession, its overall effectiveness remains limited. The study identifies key areas for improvement, including the selection of mentors, the reduction of administrative workload, and the enhancement of practical training. The findings of the study, supported by the literature, emphasize the need for a more tailored professional development program that incorporates critical elements such as well-being, classroom management, technology-integrated materials development, diversity in EFL classrooms, and reflective practice. The implications of this study provide valuable insights for policymakers and teacher educators seeking to improve the induction process for novice teachers.