States have turned to effective induction programs in response to rising teacher attrition rates and a widening student achievement gap. Comprehensive induction programs that develop highly efficacious teachers report a decline in teacher attrition, an increase in job satisfaction, and a rise in student achievement. The intent of this research was to assess the level of the perceived self-efficacy of fourth-year teachers across the domains of instructional strategies, student engagement, and classroom management following the completion of the county's induction program. The study explored the induction program's structure in a large, urban North Carolina county to evaluate the extent of participant self-efficacy levels and to what degree best practices are utilized, as defined in the review of the literature. Data were collected during the spring of the fourth year of teaching following completion of the district's induction program. This mixed-methods study utilized an interview with the program coordinator and a focus group of seven teachers from the district. A survey instrument known as the Teacher Sense of Self-Efficacy Scale (TSES) instrument was given to 32 participating teachers. The TSES is a 24-item instrument used to assess the level of efficacy teachers feel in the three domains of instructional strategies, student engagement, and classroom management. Results indicated that fourth-year teachers felt highly efficacious in all three domains, although trends in data suggested strengths and weaknesses for teachers after completing the induction program. Despite high efficacy scores, the focus group communicated negative perceptions regarding their experiences and the program's impact in all three domains. A thorough evaluation of the district's program framework revealed purposeful planning and deliberate effort to incorporate three of the four best practices identified in this study. The researcher recommended more application-based support in the teaching environment, professional development that allows teachers to play an active role, and increased accountability measures for induction coaches and mentors to ensure fidelity across the district. [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.]