Entering the teaching profession can be an overwhelming experience for new educators. Like many states, Massachusetts requires school districts to develop and implement induction programming for beginning teachers. The terms "induction" and "mentoring" tend to be used interchangeably by districts and schools resulting in the use of mentoring strategies more commonly than the implementation of a comprehensive induction model. The purpose of this interpretive phenomenological analysis (IPA) study is to explore new teachers' early career experiences and to examine the meaning novices make of the induction model being implemented in their school district. This study investigated the following research question: What is the experience of early career educators who participate in induction programming at a suburban public school district in the Northeast US and how do they make sense of processes intended to support them? This study included four participants from the district's middle school. The five themes that emerged from the analysis of the interview transcripts in relation to the research question include: the teachers questioned the school district's priorities for their induction experience; collaborative relationships are a central support of teachers' induction experience; support from school leaders is important to new teachers; the teachers were motivated to expand and strengthen their teaching practices; and there are a variety of influences that contribute to teachers' decision to remain in or leave the profession. The recommendations from this study may guide school districts to take strategic action to address deficiencies in the integration of beginning teachers into the profession. Strategic actions include providing more coordinated induction experiences, elevating the voices of educators in novices' induction experiences, and expanding responsibility for induction to a broader range of educators. [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.]