Teacher success in schools does not occur in isolation; rather, novice teacher success is influenced by the school and district (Kraft, Papay, Charner-Laird, Johnson, Ng, & Reinhorn, 2015). In the past two decades, school leaders are taking more responsibility to ensure students have an effective teacher, irrespective of whether the teacher is a novice or experienced. Collectively, mentor teachers and principals can help ensure this goal is met. While there is significant research investigating what novice teachers believe is valuable in their induction process, there is little extant research on what principals and mentor teachers believe is valuable to novice teacher induction. This qualitative case study explores the support novice teachers receive from the perspectives of mentor teachers and principals. Separate focus group interviews are conducted with principals, elementary, middle, and high school mentor teachers in the Central Area School District. In vivo coding is used to capture the 23 participants' answers to the central research questions. Documents were collected for analysis and triangulation. Emerging patterns were identified and grouped together into themes. Findings emerged from participant responses detailing the challenges that exist with inducting novice teachers including, the evolution of the induction program, mentor teacher and principal supports, the role of a collaborative culture, and elements of the skills-based approach. Mentor teachers, principals, and new teacher induction committee members can consider the recommendations to examine the supports they provide their novice teachers. These recommendations include: a) examine packages of support for novice teachers b) provide explicit mentor training c) partner with institutes of higher education d) provide mentor and principal support into the teacher's second year; and e) reflect on how novice teachers use time. [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.]